Educomunicação e alfabetização científica: contextos e potencialidades no ensino público

Abstract

The present work has the general objective of investigating educommunication from the perspective of contributing to scientific literacy. For this purpose, it relates the concepts of educommunication, science, advertising and scientific literacy. It aims to investigate the challenges of scientific literacy in a class of the 5th year of Elementary School at the State School of Secondary Education Tricentenário and highlight the relation between educommunication in its different forms with the expansion of scientific literacy from the perspective of the investigated scenario. The theoretical path follows what was proposed by Freire (2011); Martín-Barbero (1996; 2014); Soares (2014), for reflections on educommunication. To understand advertising, we start from references by Wottrich (2019); Covaleski (2010); Hansen; Petermann and Correa (2020). The conceptions about science were thought from Santos (2008) and Kuhn (1997). The public communication of science is discussed based on Mata (2006), Brandão (1998; 2007), Carvalho; Heads (2004). Scientific communication and dissemination based on whats is presented by Epstein (2012), Valerio and Pinheiro (2008), Albagli (1996) and Lima and Caldas (2011) and scientific literacy based on Chassot (2003); Demo (2010); Lorenzetti and Delizoicov (2001); Auler and Delizoicov (2001); Sasseron and Carvalho (2011). The object of study was the educational process. Bibliographic research methodologies and document analysis were used as exploratory aspects, in addition to an initial dialogue with the teacher responsible for the science class. Subsequently, the research was inserted in the classroom based on the methodology of participant observation. In-depth interviews were carried out with two students and the teacher. Seven categories of analysis were defined, such as: General aspects, Science and the contextual relationship, Learning methodologies, Technology, Education with or for the media, Horizontal learning and Co-creation. The data analysis for classification into all categories occurred in two moments: planning and execution. As a result, it was identified that the spaces for the science component in the school curriculum were reduced. Therefore, it is necessary to find ways to enhance the learning process, so that it is as effective as possible considering the context. A mapped action point is the need for resources that make it possible to enhance the first criterion of scientific literacy, which concerns the understanding of scientific activity. Also noteworthy is the need to strengthen education actions for the media, as a way of giving more space to the character of social transformation in teaching. Finally, it is clear, in the analyzed context, that the teacher-student relationship allows them to participate in different moments of the didactic proposal. However, they still need to feel more comfortable contributing with their worldviews in the collective construction of knowledge. For this, one must seek actions that integrate students to content creation activities, understanding science as a creative area, as highlighted by Santos (2008).