Alfabetização científica e sustentabilidade: sequência didática para a criação de um Jornal Escolar

Abstract

This dissertation analyzes the relationship between Scientific Literacy, sustainability, and interdisciplinarity in the context of Basic Education. It focuses on the creation o fan Educational Product (EP) in e-book format, entitled "Sustainability in Schools: A Teaching Sequence for Creating a School Newspaper." This educational product presents an interdisciplinary teaching sequence focused on creating a school newspaper about sustainability, with an emphasis on scientific literacy, offeringhands-on activities, digital resources, and theoretical foundations. The EP was implemented in 9th-grade classes at a public school in the municipality of Belford Roxo, Rio de Janeiro state, and subsequently validated by seven teachers of Portuguese, Geography, Physical and Biological Sciences, and History, whoanalyzed and evaluated the proposal by responding to a specific questionnaire. Thee-book is available in both digital and printed formats. This work is part of Research Line 2, Teaching Methodologies and Technologies and Training Processes, of the Professional Master's Program (PPGEB) at CAp/UERJ. Based on theoretical frameworks such as Gadotti (2008, 2013), Cachapuz et al. (2005), Sasseron and Carvalho (2008, 2011), Fazenda (1996), and Freire (1987), the research adopts a qualitative and descriptive approach, grounded in action research, articulating critical and participatory pedagogical practices. The methodology involved the application of questionnaires with teachers and the construction of a mind map with students for an initial diagnosis. The research aimed to understand how the creation of a school newspaper on sustainability can contribute to the construction of contextualized scientific knowledge and the development of investigative and reflective skills. The results indicate that, although the school newspaper is not a new practice in the educational environment, its redefinition through an interdisciplinary approach enhances its pedagogical function, strengthening the connection between science, society, and the environment. It also highlights the need to expand dialogue between different fields of knowledge, promote integration among school subjects, and value educational practices committed to social transformation and the development ofcitizens who are more aware of and engaged with contemporary socio-environmental challenges.