Letramento científico em ensino de ciências: Contribuições para uma Sequência de Ensino Investigativo lançando mão de Histórias em Quadrinhos (HQs)

Abstract

This work aims to analyze the contributions of an Investigative Teaching Sequence about fungi subject, to improve the construction of the students' Scientific Literacy of the 4th year of Elementary School, using the production of Comics. The research composed the production of Comics in Comics (HQs) fullfilled by students in a public school in Roteiro -AL city, the work was accomplished in February 2020, just before the closure of tua schools because coronavirus pandemic with great social, educational and economic repercussions for the country. To direct the research, we chose the following question: How can an Investigative Teaching Sequence on fungi contribute to the promotion of Scientific Literacy of 4th grade students? The methodology used is qualitative with the contributions of Patton (1980) and Glazier (1992). The data collection instrument consisted on the Investigative Teaching Sequence (SEI) related to the theme: Investigating the theme of fungi in the 4th grade of elementary school. As a corpus of analysis, we used Comic Books as one of the activities produced in the development of Scientific Research. The data were analyzed based on two categories: The dialectical relationship between the children's everyday concepts and the scientific concepts taught and Vygostky's Proximal Development Zones (ZDP) that were established in the classroom. We also built an SEI as an Educational Product entitled: Studying Fungi in the 4th Grade of Elementary School. The results of Scientific Investigations show us to realize that the students were able to expand their knowledge about fungi based on the scientific practices required in Science Education. Thus, we believe that the use of didactic strategies based on investigative practices are viable and promising resource for the promotion of Scientific Literacy in Sciences.