Literatura de cordel: elo entre cultura e ensino de ciências

Abstract

This dissertation aims to discuss about the potentialities developed by the Cordel Literature and how it can help in the remote teaching of the Kingdom Fungi of the Science curricular subject. Thus, the objective is to analyze the pedagogical potentialities of Cordel for the development of Scientific Literacy indicators in students, about the Science content "Kingdom Fungi". Specifically, this study sought to identify how Cordel can help in the development of reading, writing, speaking and textual interpretation, and also how can it contribute to historical and cultural appreciation of this genre, especially in the Northeast literature; in addition, this work focused on describe the possible indicators of Scientific Literacy that interventions using Cordel in science classes can develop. To discuss Cordel Literature, we mainly relied on Abreu (1993), Silva (2007) and Carvalho (2017). To discuss Scientific Literacy and Science Teaching, we based on (SASSERON; CARVALHO 2011), (CHASSOT, 2003), (BRASIL, 2017) and (PIZARRO; JÚNIOR, 2015), among others. The methodology was the research-application (PLOMP, 2018; NONATO; MATTA, 2018) with a qualitative approach (CRESWELL, 2007; GODOY, 1995; MELO, 2020), which was constituted with the application of the Teaching Sequence (TS) "Kingdom Fungi: learning with Cordel Literature", result of this dissertation, following the steps: preliminary step, prototypical step and improvement step. For data collection, online questionnaires were applied through google forms, with the purpose of evaluating the students' previous knowledge about fungi and Cordel, as well as about the accessibility to Information and Communication Technology (ICT), the teacher's conceptions about the class, Science Teaching and remote classes (preliminary step). As part of data, also, we used the evaluation of activities solved by students after each iterative cycle (prototypical step) and considerations exposed by students after the intervention (improvement phase). The Textual Discourse Analysis – TDA – (MORAES; GALIAZZI, 2006) was used in the data analysis. The results showed us that students were able to learn not only about the structure and importance of the Cordel genre, but also helped them to improve their reading, writing, text interpretation and oral skills, in addition to the development of the indicators of Scientific Literacy: reading science, writing science, creating, acting, arguing, investigating and articulating ideas. Such results point to the increasing insertion of several discursive genres in Science classes and their use in combination with other didactic resources in order to contextualize scientific knowledge and incorporate practices to enhance students' scientific learning.