Caminhos para a Alfabetização Científica: explorando o potencial da tecnologia sob uma perspectiva interdisciplinar nos anos finais do Ensino Fundamental e no Ensino Médio

Abstract

This dissertation was developed with the aim of investigating how the use of technological tools has the potential to favor the process of scientific literacy (CA) in the final years of Elementary School and High School. The motivation for carrying it out was born from the repercussions that the Covid-19 pandemic had on the Brazilian education system, which generated the need for new resources to be created to meet the growing demands that arose. A generating element of this research was also the fact that it is becoming increasingly necessary that, in the academic world, forces be added to combat obscurantist movements and, consequently, guarantee students full access to scientific-technological literacy. Its relevance is still related to the urgent need to think about teaching practices that consider the multiple realities of our students, and that result in meaningful learning. In order for students, when perceiving and experiencing dialogue and exchanges between knowledge, to have a global view of reality, the study was based on an interdisciplinary proposal, covering the areas of Science, Portuguese Language and Mathematics. The methodological approach was qualitative-quantitative, using action research to produce the dissertation and the Design- Based Research (DBR) methodology to prepare the Educational Product. For data collection, forms were applied to teachers from different disciplines, consisting of questions related to the themes “technology” and “interdisciplinarity”. As a result of the research, an educational product (EP) consisting of a game was created. digital (Alpha Quest), a podcast (Conectando Saberes) and an e-book with proposals for gamified activities. The study aimed to obtain validation from teachers regarding the digital game and the podcast. The game was applied in 4 high school classes at a public school in the State of Rio de Janeiro, having been validated by 11 teachers, and the podcast, available on the Spotify platform, was validated by 7 teachers. It was possible to verify that, with regard to scientific literacy, the use of digital technologies can be an enriching complement to other pedagogical approaches, favoring the creation of a more contextualized educational environment consistent with the reality of today's students, whose development came into contact with these technologies. This research also contributed to corroborating the idea that the development of interdisciplinary work can also be a way to intensify students' experience, and result in meaningful learning that contributes to better preparing them for the complex challenges of the 21st century.