Da curiosidade à cultura científica: um movimento de autonomia para a vida por meio da pesquisa como princípio educativo

Abstract

The research culminating in this dissertation was developed within the Graduate Program in Education at the University of Caxias do Sul, in the Research Line of History and Philosophy of Education, as part of the Futures Literacy Research Group for Basic Education. Throughout its development, the study sought to investigate research as an educational principle, aiming to understand which research concepts and practices have been present in everyday school life and their relationship with the construction of a scientific culture in basic education. The specific objectives of this study included: understanding how research appears in the teaching proposal of the Centro Tecnológico Universidade de Caxias do Sul (CETEC Fundamental) and how it relates to research practices in the daily school routine and the general competencies of the BNCC (National Common Curricular Base); understanding the meanings teachers assign to working with research in schools and its role in building a scientific culture; and identifying students' perceptions of research in school and its potential reverberations in their trajectories. The investigation was carried out through a qualitative approach, using a case study method, where data was constructed through participant observation, document analysis, student interviews, a questionnaire for teachers, ethnographic records, and finally, the data were analyzed using Discourse Textual Analysis (DTA). This work is grounded in concepts of research in school, research in the classroom, and educating through research, with theoretical support from Pedro Demo and Roque Moraes, as well as studies by Nilda Stecanela, Guillermo Williamson, Marcia Speguen de Quadros Piccoli, in addition to documents from UNESCO, BNCC, and DCNs (National Curriculum Guidelines) that address the themes observed in this dissertation. Among the results that emerged were: the presence of research permeating the educational practices at CETEC Fundamental, but more in the dimension of what is not perceived than in the dimension of intentionality, meaning that research is present as an educational principle, but we are not fully aware of it; the need for a deeper understanding by teachers regarding the concepts underlying the use of research as a pedagogical tool and its role in building a scientific culture; and the active, intentional presence of interdisciplinarity, with flexible planning. At the end of this study, the results contributed to advancing knowledge in this area, as well as helping to understand the use of research as an educational principle and its relationship with building a scientific culture in basic education, positively impacting teaching practices related to the topic. [resumo fornecido pelo autor]