The investigative teaching as a methodological approach to scientific literacy: focus on the National Curricular Common Base

• Autor(a) principal: Araújo, Luiz Carlos Marinho de
• Data de Publicação: 2022
• Outros Autores: Della Justina, Lourdes Aparecida
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/14948
• topic: Educação. Ciência. Ensino; Ensino de Ciências; BNCC; Ensino por Investigação;. Epistemologia da Ciência; Situação problema; Science Teaching; BNCC; Inquiry-based Teaching; Science Epistemology; Problem situation

The Teaching by Inquiry in Science classes has been gaining supporters in order to make classes become more appealing and contextualized aiming at the Scientific Literacy (AC) of students. This reality is acknowledged when we observe how much publications that discuss this aspect have been increasing in the Natural Sciences education field. This article discusses the use of problem situations in Science classes, in the initial grades of Elementary School, taking as a reference point the philosophy of Science as an assumption for Inquiry-based Sciences Teaching (ENCI), backed by the National Curricular Common Base (BNCC). The study consists of a theoretical and philosophical reflection, seeking to consolidate discussions around the establishment of a reserch problem in Science classes, supported by an Investigative Teaching striving to promote the AC of students. The development of the present work was guided by the following question: Do the general and specific competencies presented by the BNCC provide indications to the realization of an Inquiry-based Teaching in the Natural Sciences field  in the initial classes of Elementary School? The research is of a qualitative nature, with the technique of documentary analysis, using Content Analysis as a method. At the end of the reflections, we highlight the necessity for implementing the Teaching by Inquiry in classes from 1st to 5th grade of Elementary School with the AC of students in perspective, anchored in the theoretical framework that has pointed to the need of developing Science classes with research practices and in the general and specific competencies of the BNCC, signaling to the possibilities of including inquiry-based practices in Science classes in Elementary School’s initial grades.