Alfabetização Científica nos Anos Iniciais - um processo de aprendizagem

Abstract

Between 2020 and 2022, public school students were prevented from attending classes as a measure to combat the Covid-19 pandemic. In this scenario, students in the early years of Elementary School failed to develop important skills both in terms of social interaction and issues related to learning. From the year 2022 onwards, schools resumed face-to-face activities and, in an atypical scenario, with children whose school routine was interrupted, teachers had to resort to adjustments to the curriculum and strategies that could favor the learning process with the aim of involving students and reduce the learning gap, due to the distance between the school and the students. Considering this moment experienced in schools, the objective of this research is to analyze the speeches of children in the 1st year of Elementary School, during the application of a didactic sequence that considers Scientific Literacy as a strategy to involve students in an investigation process. The teaching sequence classes were recorded and transcribed. And, in the transcriptions of the children's speeches, the presence of indicators and axes of Scientific Literacy were analyzed, according to Sasseron (2017). As a result, we conclude that there is evidence of Scientific Literacy indicators and axes in the children's statements, during the application of the didactic sequence. Likewise, we noticed evidence of student involvement, learning of concepts and procedures related to science content and greater student availability in the search for solutions to improve life in society. We conclude that, by providing Scientific Literacy opportunities in classes in the early years of elementary school, the teacher, depending on his or her mediation to maintain students' curiosity, has a strategy that facilitates learning about scientific concepts, capable of promoting among students a posture of seeking knowledge that could interfere in your decisions as a citizen.