Uma proposta didática sobre plantas medicinais nos anos iniciais do ensino fundamental na perspectiva ciência-tecnologia-sociedade
Abstract
This research originated from issues related to scientific literacy, aimed to analyze the
potential and limitations of the study on medicinal plants from the CTS approach (Science-
Technology-Society). Science education according to this perspective establishes
relationships between scientific knowledge, technological development and social reality in
order to encourage responsible decision making. Therefore, the research involved the
participation of twenty students in a class of 3rd grade of elementary school of a municipal
school in the interior of São Paulo and was developed through activities with CTS character,
interdisciplinary and contextual. We used as instruments to collect data daily researcher, the
written record and represented by designs of the students, the audio recording of his speeches
and photographs. For the data analysis, established as criteria the Structuring Axes of
Scientific Literacy proposed by Sasseron and Carvalho (2011) and we adapted. As a result,
we identified indicative aspects of the process of initiation to scientific literacy. Among them
we highlight the construction of relevant knowledge to the context of life of students and
applicable to everyday situations, awareness of responsible actions through analysis and
reflections on the new information and evidence of understanding of the relationship
between science, technology, society and its implications. The study also highlighted the
importance of attentive and active role of the teacher during the development of the activities
and pointed out limitations regarding the conduct of discursive activity in science classes
and difficulty in articulating the opinions of students and science concepts. Finally, we
believe that this research could contribute to the practice of teachers working in the early
years of elementary school to consider training as a continuum.