O ensino de química nos anos iniciais : uma proposta de ensino investigativo envolvendo a propriedade dos materiais

Abstract

When dealing with Science Teaching with an investigative nature, we start from the idea of a Science Teaching that offers the student conditions and directions that provide their interaction with scientific knowledge, considering interactions with the world and its transformations, an element of great interest for the area of Science Teaching. When thinking about planning Science classes, it is important to reflect on the greater objective of promoting students' CA. Thus, the investigation consisted of the elaboration of an Investigative Teaching Sequence (SEI), entitled “Inventions for All Sides: Objects and Materials”, developed for a 2nd year elementary class in the municipal network of Igaci-AL. The objective is to analyze the contributions of an investigative teaching sequence, involving the ownership of materials, to promote Scientific Literacy among students in the 2nd year of elementary school. In order to conduct the research, we started with the following problem: what are the contributions of an SEI, involving the ownership of materials, to the promotion of Scientific Literacy among students in the 2nd year of elementary school? In this way, through the qualitative approach, the methodological assumptions that guided application research were brought forward. The development of this didactic sequence is the main element of data collection. The data were analyzed considering the Scientific Literacy Indicators: Articulating ideas; Investigate; To argue; Read in Science; Writing in Science; Problematize; Create and Act, (Pizarro, 2014), following as a guide the categorization proposed by (Bardin, 2011). We can infer from the results obtained that the use of children's literature as a pedagogical resource in teaching promotes the inclusion of students in scientific culture. The intention of using an episode from Monteiro Lobato's work “History of Inventions” was due to the context in which it is presented to the public, with the purpose of expressing and presenting the relevance of the evolution of some objects over time, through of this pedagogical resource. This theme is punctuated by the BNCC (Brazil, 2018) through the component curricular Natural Sciences, which includes the thematic unit: Matter and Energy. It is possible to observe that some of the skills scored for this area are directly related to Chemistry contents that are embedded within the objects of knowledge of this science and are directly linked to properties and uses of materials, which can be presented from the initial years of elementary school. Based on the results achieved in developing SEI (Carvalho, 2013), it is important to point out that scientific literacy in the early years does not imply, nor should it imply, advancement in conceptual levels to the detriment of the essential element of this school phase. Planned experiences that can effectively achieve learning and development objectives are essential, while respecting children's learning rights and integrating them with CA perspectives. Investigative activities, such as exploring objects and materials, making dolls, showing the video 'glass production' and making slime play a significant role in scientific learning and children's development. Through these activities, students had the opportunity to seek explanations for specific problems, formulate hypotheses and guidelines in line with the principles of Science. This strengthens the process of acquiring knowledge and expands the development of understanding, at the same time as it improves your cognitive, argumentative skills and those related to CA with directions to chemical knowledge already in Natural Sciences.