Promovendo a alfabetização científica no ensino médio a partir de questões socio ambientais

Abstract

This research aimed to develop a didactic intervention with a view to promoting Scientific Literacy from socio-environmental themes. For this, a cistern, a vegetable garden, an earthworm and a composter were explored as resources. Scientific Literacy was investigated through student records in portfolios. In addition, their perception of the activities developed was verified through a questionnaire with open questions. Data analysis included a qualitative approach through content analysis and word clouds with the Tagul tool. The results show that the proposal contributed to the promotion of Scientific Literacy through stimulating students' critical and reflective thinking about the impact of Science and Technology in the current world, as well as the implications for the Environment and Society. As a product of this research, it made available to teachers and interested educational institutions, a theoretical and practical material to support the development of actions in the area of Teaching of Natural Sciences that aim to promote Scientific Literacy through socio-environmental themes.