Aspectos da Alfabetização Científica em temas relacionados à saúde nos livros didáticos adotados pelas escolas municipais de Araras: limites e potencialidades

Abstract

To better understand the teaching of Natural Sciences in the initial years of Elementary School, it is necessary to know whether and how Scientific Literacy is included in the textbooks proposed for this cycle. Therefore, in this work, we reflect on how textbooks can contribute to enabling students to become scientifically literate. The objects of study of this dissertation are the textbooks of the SESI-SP Education System for the initial years of elementary school, from the Natural Sciences collection. The main objective is to analyze how the activities of the Natural Sciences books of the SESI-SP Education System, adopted by the municipal network of Araras in the year 2022, provide conditions so that Scientific Literacy Indicators can be developed during their implementation in the classroom class through health-related topics. To carry out the analysis, we defined health as the central theme, focusing on knowledge of one's own body and the promotion of individual and collective health. To guide the research, we have as a research problem the following question: how the activities related to the health theme present in the Natural Sciences textbooks of the SESI-SP Education System, adopted by the municipal education network in the city of Araras, starting from the 2022 school year, limit or enhance the Scientific Literacy process? This research has a qualitative character, using the content analysis proposed by Bardin (2011) as a methodological reference for data processing and analysis. We seek, through analysis, to identify whether in the analyzed collection the activities presented enable conditions for literacy indicators to occur during the use of the book in the classroom, promoting Scientific Literacy in students. From the analysis it was possible to verify that the proposed activities present conditions for the possible occurrence of the indicators, with the IAC Articular Idéias being the most present in textbooks and the IAC Create and Act the one that has the least chance of occurring. In general, we identified that books help students achieve Scientific Literacy as a result of the learning process.