Alfabetização científica por meio da literatura de Júlio Verne
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da Uninove |
Texto Completo: | http://bibliotecatede.uninove.br/handle/tede/3249 |
Resumo: | The work in question addresses a possible approximation between science fiction literature and the Natural Sciences as a means to assist in the scientific literacy of students in the final years of Elementary School. The work is based on a literature review and addresses Jules Verne's work, Journey to the Center of the Earth (1864), as a primary source of research, an example of how literature can approach science, obviously respecting the characteristics specific to each of these areas, and be used creatively in the classroom and, above all, as a scientific literacy tool. The philosophers Edgar Morin, Michel Serres, Paulo Freire, Humberto Maturana, the neuroscientist Maryane Wolf, the researcher Áttico Chassot, and other authors who address the theory of knowledge, acquisition of reading skills and the teaching of science, were the secondary sources that supported this research. Scientific literature is often marked by complex nomenclatures and conceptual definitions, which can make it difficult for students to understand the world and natural phenomena, which is one of the challenges faced in science teaching. Another approach presented in this work is the concept of Science and its purpose in today's society. Science is presented as a way of explaining the world that surrounds us, and the teaching of Science is fundamental to help understanding how this world works, and goes beyond, helping to develop important skills in society, such as critical thinking and problem solving. However, for Science teaching to become more accessible, and to be careful to avoid trivializing concepts and contents, it is essential that students acquire the habit of reading. In this sense, the work highlights that the practice of reading is fundamental for the scientific training of students and also in cognitive and social areas, both in the school environment and outside it. However, research shows that Brazil invests little in this area, generating low proficiency in reading and science on the part of students, according to 2018 data from the Program for International Student Assessment, or PISA. The research proposal aimed to analyze how science fiction texts can contribute to the scientific literacy of students in the final years of Elementary School. Throughout the study, it was noted that science fiction literature can be a valuable tool to explore scientific and also philosophical and social issues, in addition to attracting students to literature and science. |
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Fusaro, Márcia do Carmo Felisminohttp://lattes.cnpq.br/9530154078991445Fusaro, Márcia do Carmo Felisminohttp://lattes.cnpq.br/9530154078991445Navas, Dianahttp://lattes.cnpq.br/9770050223986051Silva, Maurício Pedro dahttp://lattes.cnpq.br/8324280608314256Baptista, Ana Maria Haddadhttp://lattes.cnpq.br/9067453567671615Coutinho, Karyne Diashttp://lattes.cnpq.br/6013805360280552http://lattes.cnpq.br/2643375942157796Lopes, Daisy Alves de Souza2023-12-04T18:06:34Z2023-08-28Lopes, Daisy Alves de Souza. Alfabetização científica por meio da literatura de Júlio Verne. 2023. 121 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/3249The work in question addresses a possible approximation between science fiction literature and the Natural Sciences as a means to assist in the scientific literacy of students in the final years of Elementary School. The work is based on a literature review and addresses Jules Verne's work, Journey to the Center of the Earth (1864), as a primary source of research, an example of how literature can approach science, obviously respecting the characteristics specific to each of these areas, and be used creatively in the classroom and, above all, as a scientific literacy tool. The philosophers Edgar Morin, Michel Serres, Paulo Freire, Humberto Maturana, the neuroscientist Maryane Wolf, the researcher Áttico Chassot, and other authors who address the theory of knowledge, acquisition of reading skills and the teaching of science, were the secondary sources that supported this research. Scientific literature is often marked by complex nomenclatures and conceptual definitions, which can make it difficult for students to understand the world and natural phenomena, which is one of the challenges faced in science teaching. Another approach presented in this work is the concept of Science and its purpose in today's society. Science is presented as a way of explaining the world that surrounds us, and the teaching of Science is fundamental to help understanding how this world works, and goes beyond, helping to develop important skills in society, such as critical thinking and problem solving. However, for Science teaching to become more accessible, and to be careful to avoid trivializing concepts and contents, it is essential that students acquire the habit of reading. In this sense, the work highlights that the practice of reading is fundamental for the scientific training of students and also in cognitive and social areas, both in the school environment and outside it. However, research shows that Brazil invests little in this area, generating low proficiency in reading and science on the part of students, according to 2018 data from the Program for International Student Assessment, or PISA. The research proposal aimed to analyze how science fiction texts can contribute to the scientific literacy of students in the final years of Elementary School. Throughout the study, it was noted that science fiction literature can be a valuable tool to explore scientific and also philosophical and social issues, in addition to attracting students to literature and science.O trabalho em questão aborda uma possível aproximação entre a literatura de ficção científica e as Ciências da Natureza como um meio para auxiliar na alfabetização científica de alunos dos anos finais do Ensino Fundamental. O trabalho se baseia em uma revisão de literatura e aborda a obra de Júlio Verne, Viagem ao Centro da Terra (1864), como fonte primária de pesquisa, em exemplo de como a literatura pode se aproximar da ciência, evidentemente respeitando-se as características próprias de cada uma dessas áreas, e serem utilizadas de forma criativa em sala de aula e, sobretudo, como uma ferramenta de alfabetização científica. Os filósofos Edgar Morin, Michel Serres, Paulo Freire, Humberto Maturana, a neurocientista Maryane Wolf, o pesquisador Áttico Chassot, e demais autores que abordam a teoria do conhecimento, aquisição de competência leitora e o ensino de ciências, foram as fontes secundárias que embasaram esta pesquisa. A literatura científica é frequentemente marcada por nomenclaturas e definições conceituais complexas, o que pode dificultar o entendimento dos estudantes sobre o mundo e os fenômenos naturais, sendo este um dos desafios enfrentados no ensino de Ciências. Outra abordagem apresentada neste trabalho é o conceito sobre a Ciência e sua finalidade na sociedade atual. A Ciência é apresentada como um modo de explicar o mundo que nos cerca, e o ensino de Ciências é fundamental para auxiliar a compreensão sobre o funcionamento deste mundo, e vai além, auxiliando no desenvolvimento de habilidades importantes na sociedade, como o pensamento crítico e a resolução de problemas. No entanto, para que o ensino de Ciências se torne mais acessível, e se mantenha a cautela de evitar banalizações conceituais e de conteúdos, é essencial que os alunos adquiram o hábito da leitura. Nesse sentido, o trabalho destaca que a prática da leitura é fundamental para a formação científica dos estudantes e, também, em âmbitos cognitivos e sociais, tanto no ambiente escolar como fora dele. Entretanto, pesquisas mostram que o Brasil investe pouco nessa área, gerando uma baixa proficiência em leitura e ciências por parte dos estudantes, conforme dados de 2018 do Programa Internacional da Avaliação de Estudantes, ou PISA, sigla em inglês para Programme for International Student Assessment. A proposta de pesquisa teve como objetivo analisar como textos de ficção científica podem contribuir para a alfabetização científica dos alunos dos anos finais do Ensino Fundamental. Ao longo do estudo, notou-se que a literatura de ficção científica pode ser uma ferramenta valiosa para explorar questões científicas e, também, filosóficas e sociais, além de atrair os estudantes para a literatura e a ciência.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2023-12-04T18:06:34Z No. of bitstreams: 1 Daisy Alves de Souza Lopes.pdf: 1328343 bytes, checksum: 8cefcb175e2e62737fc2aecb68649769 (MD5)Made available in DSpace on 2023-12-04T18:06:34Z (GMT). No. of bitstreams: 1 Daisy Alves de Souza Lopes.pdf: 1328343 bytes, checksum: 8cefcb175e2e62737fc2aecb68649769 (MD5) Previous issue date: 2023-08-28application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãoeducaçãoJúlio Verneensino de ciênciasciências naturaisliteraturaciênciaeducationJules Vernescience teachingnatural sciencesliteraturescienceCIENCIAS HUMANAS::EDUCACAOAlfabetização científica por meio da literatura de Júlio VerneScientific literacy through Julio Verne's literatureinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALDaisy Alves de Souza Lopes.pdfDaisy Alves de Souza Lopes.pdfapplication/pdf1328343http://localhost:8080/tede/bitstream/tede/3249/2/Daisy+Alves+de+Souza+Lopes.pdf8cefcb175e2e62737fc2aecb68649769MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/3249/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/32492023-12-04 15:06:34.61oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2023-12-04T18:06:34Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Alfabetização científica por meio da literatura de Júlio Verne |
dc.title.alternative.eng.fl_str_mv |
Scientific literacy through Julio Verne's literature |
title |
Alfabetização científica por meio da literatura de Júlio Verne |
spellingShingle |
Alfabetização científica por meio da literatura de Júlio Verne Lopes, Daisy Alves de Souza educação Júlio Verne ensino de ciências ciências naturais literatura ciência education Jules Verne science teaching natural sciences literature science CIENCIAS HUMANAS::EDUCACAO |
title_short |
Alfabetização científica por meio da literatura de Júlio Verne |
title_full |
Alfabetização científica por meio da literatura de Júlio Verne |
title_fullStr |
Alfabetização científica por meio da literatura de Júlio Verne |
title_full_unstemmed |
Alfabetização científica por meio da literatura de Júlio Verne |
title_sort |
Alfabetização científica por meio da literatura de Júlio Verne |
author |
Lopes, Daisy Alves de Souza |
author_facet |
Lopes, Daisy Alves de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fusaro, Márcia do Carmo Felismino |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9530154078991445 |
dc.contributor.referee1.fl_str_mv |
Fusaro, Márcia do Carmo Felismino |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9530154078991445 |
dc.contributor.referee2.fl_str_mv |
Navas, Diana |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9770050223986051 |
dc.contributor.referee3.fl_str_mv |
Silva, Maurício Pedro da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8324280608314256 |
dc.contributor.referee4.fl_str_mv |
Baptista, Ana Maria Haddad |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/9067453567671615 |
dc.contributor.referee5.fl_str_mv |
Coutinho, Karyne Dias |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/6013805360280552 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2643375942157796 |
dc.contributor.author.fl_str_mv |
Lopes, Daisy Alves de Souza |
contributor_str_mv |
Fusaro, Márcia do Carmo Felismino Fusaro, Márcia do Carmo Felismino Navas, Diana Silva, Maurício Pedro da Baptista, Ana Maria Haddad Coutinho, Karyne Dias |
dc.subject.por.fl_str_mv |
educação Júlio Verne ensino de ciências ciências naturais literatura ciência |
topic |
educação Júlio Verne ensino de ciências ciências naturais literatura ciência education Jules Verne science teaching natural sciences literature science CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
education Jules Verne science teaching natural sciences literature science |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The work in question addresses a possible approximation between science fiction literature and the Natural Sciences as a means to assist in the scientific literacy of students in the final years of Elementary School. The work is based on a literature review and addresses Jules Verne's work, Journey to the Center of the Earth (1864), as a primary source of research, an example of how literature can approach science, obviously respecting the characteristics specific to each of these areas, and be used creatively in the classroom and, above all, as a scientific literacy tool. The philosophers Edgar Morin, Michel Serres, Paulo Freire, Humberto Maturana, the neuroscientist Maryane Wolf, the researcher Áttico Chassot, and other authors who address the theory of knowledge, acquisition of reading skills and the teaching of science, were the secondary sources that supported this research. Scientific literature is often marked by complex nomenclatures and conceptual definitions, which can make it difficult for students to understand the world and natural phenomena, which is one of the challenges faced in science teaching. Another approach presented in this work is the concept of Science and its purpose in today's society. Science is presented as a way of explaining the world that surrounds us, and the teaching of Science is fundamental to help understanding how this world works, and goes beyond, helping to develop important skills in society, such as critical thinking and problem solving. However, for Science teaching to become more accessible, and to be careful to avoid trivializing concepts and contents, it is essential that students acquire the habit of reading. In this sense, the work highlights that the practice of reading is fundamental for the scientific training of students and also in cognitive and social areas, both in the school environment and outside it. However, research shows that Brazil invests little in this area, generating low proficiency in reading and science on the part of students, according to 2018 data from the Program for International Student Assessment, or PISA. The research proposal aimed to analyze how science fiction texts can contribute to the scientific literacy of students in the final years of Elementary School. Throughout the study, it was noted that science fiction literature can be a valuable tool to explore scientific and also philosophical and social issues, in addition to attracting students to literature and science. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-12-04T18:06:34Z |
dc.date.issued.fl_str_mv |
2023-08-28 |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Lopes, Daisy Alves de Souza. Alfabetização científica por meio da literatura de Júlio Verne. 2023. 121 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/3249 |
identifier_str_mv |
Lopes, Daisy Alves de Souza. Alfabetização científica por meio da literatura de Júlio Verne. 2023. 121 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
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