A inserção da astronomia no ensino fundamental: uma proposta para a alfabetização científica, na perspectiva dos multiletramentos com vistas à aprendizagem significativa.

• Autor(a) principal: Beaubernard, Danielle da Silva Santos
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19872
• topic: Scientific literacy; Meaningful learning; Astronomy; Alfabetização científica; Aprendizagem significativa; Astronomia; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The articulation between the real world and the knowledge worked in the school are fundamental for the teaching-learning processes. In this context, thinking about an effective proposal for Scientific Literacy presupposed a reflection on the world we live in, the relationships we establish with it and the ways of disseminating this knowledge. The objective of this study was to investigate, under the concept of Meaningful Learning, the contributions of a didactic sequence to the Scientific Literacy process, from the perspective of Multiliteracies. The concept of Scientific Literacy - Chassot (2000), Meaningful Learning - Moreira (2011), the Scientific Literacy Indicators - Carvalho and Sasseron (2011) and the Pedagogy of Multiliteracies - Rojo (1998, 2012) make up the theoretical bases that support the search. In methodological terms, it is a qualitative research, based on the Action Research methodology, whose strategy used to achieve the proposed objectives was the development of a refresher course for Elementary School teachers, with the theme Astronomy. The object of this study was a group of teachers who teach in Elementary School, in different education networks and in different Brazilian regions. The application of the course and data collection took place remotely, using the following methodological procedures: data collection, using semi-open questionnaires; planning the didactic sequence developed for the refresher course; participant observation, carried out during the application of the course; application of a semiopen questionnaire to evaluate the proposal. Data analysis considered the Data Triangulation technique – Marcondes & Brisola (2014). The results showed that the teaching-learning proposal based on multimodal and multiliterate resources is able to contribute to the constitution of significant learning in the scope of Scientific Literacy. The field for studying the relationship between Multiliteracies and Scientific Literacy, applied to the teaching of Astronomy, is considered broad.