Eixos de convergência da alfabetização científica e técnica no ensino médio integrado

• Autor(a) principal: Rodrigues-Moura, Sebastião
• Data de Publicação: 2019
• Outros Autores: Brito, Licurgo Peixoto de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linhas Críticas (Online)
• Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/21586
• topic: Pontos de convergência; Alfabetização científica e técnica; Ensino médio integrado; Contexto amazônico-paraense; Puntos de convergencia; Alfabetización científica y técnica; Enseñanza media integrada; Contexto amazónico-paraense; Convergence points; Scientific and technical literacy; Integrated secondary education; Amazonian-Paraense context

With the purpose of analyzing and discussing the current indicators of the final stage of basic education in Brazil in the face of the proposals for its reformulation, we list and analyze convergence axes for the promotion of Scientific and Technical Literacy (STL) in integrated secondary education for students who aim for more formation consolidated with the citizen's role, approach socially relevant themes, glimpse decisions to be taken in the face of everyday situations and problems, as well as highlight its role as protagonist in society. For this, we focus on initial reflections on student performance indicators and the current panorama of secondary education in Brazil, highlighting throughout the text the proposal of an integrated course, defended by brazilian education researchers. With a qualitative methodological focus, with an exploratory nature, of the document type, we analyzed, in the light of the Discursive Textual Analysis (DTA), official documents of technical courses integrated to the high school of a federal teaching institution in the amazonian-paraense context, in search of elements of approach in education, science and society for Scientific and Technical Literacy (STL). From this analysis emerged four axes of convergences, identified as the (i) Priority to a humanistic and reflexive formation, (ii) Elements of interdisciplinarity and contextualization, (iii) Training for citizenship, and (iv) Social research to make conscious decisions. From these axes, we note, in particular, that the results obtained present an approximation for the discussion, debate and promotion of education, science and elements of social issues for regional formation.