Sequência didática "eletricidade para todos": uma proposta de ensino de física que busca promover alfabetização científica.

Abstract

Physics is a science that, in order to explain natural phenomena, relies faithfully on mathematical tools to test, explain and support its hypotheses and theories. This conception has been, over the years, widely used, directly impacting the way of teaching the subject in schools across the country, giving it a dull characteristic, difficult to understand by the vast majority of students and very devoid of didactic- pedagogical elements that make it a more attractive and interesting curricular component. From this perspective, to face the students' lack of interest in studying the discipline, this study proposed to build the Didactic Sequence "Electricity for All": a proposal for teaching Physics that seeks to promote scientific literacy, based on a theme that has a direct and daily relationship with the students' reality, Electrodynamics. This research proposes the use of a Didactic Sequence, for teaching Electrodynamics concepts, based on the methodology of the Three Pedagogical Moments (3 MPs), presented by Delizoicov and Angotti (1990). The sequence is composed of varied activities based on theoretical and contextualized approaches, which aim to awaken interest in physical concepts, scientific vocation in students and reflect on the reality of actors. Thus, the question that guides this research is: what contributions to scientific literacy can be highlighted with the use of the didactic sequence "electricity for all"? Thus, the objective of this study is to verify contributions, of scientific literacy, which stand out with the use of the didactic sequence "Electricity for all". This is a research with a qualitative approach, of the participant type, using as a technique for data collection the application of questionnaires and the use of a field diary, whose analysis will occur using the technique of Content Analysis by Bardin (2011). The activities provided proximity to attributes of skill and scientific-investigative attitude. Such attributes are part of procedural and attitudinal content, fundamental to the process of scientific literacy. The research contacted indicators of scientific literacy, which were shown in the activities developed in the didactic sequence. The instruments used made it possible to deduce some important considerations for the research, as the product, made up of challenging, contextualized, practical and reflective activities, but which also gives prestige to the physical concept, was fundamental to work on autonomy, critical argumentation and to stimulate decision-making. of decision among the actors, that is, important actions for the scientific literacy of Basic Education students.