Alfabetização científica no ensino fundamental de Carlos Barbosa/RS : diários de bordo à luz da teoria da transposição didática

Abstract

This dissertation analyzes the importance of teacher training in the appropriation of teaching knowledge related to Scientific Literacy in Elementary Education. The study aimed to analyze students' writing in logbooks to enhance the Didactic Transposition process, in scientific school work of Elementary School students at a Municipal School in Carlos Barbosa/RS. The research is based mainly on the theoretical assumptions that support the ideas about Scientific Literacy in Chassot (2010), Paviani (2013), Bagno (2014), Demo (2015), Sasseron, Machado and Pietrocola (2017). The study sought to delimit the theme of teaching written language and the situation of school work in the Final Years of Elementary Education using Chevallard's Didactic Transposition theory (1991). The research was characterized as a qualitative approach, using the Policy Cycle approach of Stephen Ball and Richard Bowe (1992), translated and developed in Brazil by Jefferson Mainardes (2006). Document analysis techniques were used to analyze the data, as well as content analysis, which is based on the studies of Bardin (1977). Thus, the documents produced by the Municipal Department of Education of the city of Carlos Barbosa (RS) and the productions written in the logbooks, which comprise the instrument for recording the research process of students from the 6th to the 9th grade, were investigated. When carrying out the analysis of this research, three categories emerged, which were called: "Absences, Preciousnesses and Orientations", obtaining results that were presented as: the dimensions of the methodology in teaching scientific text writing; the dimension of teaching research in schools; and; the dimension of induction of educational policies. In the study, it was possible to understand some important aspects that enable the work of potentialization in the process of Scientific Literacy, developing through Didactic Transposition, the guidance of writing in school research. Among these aspects, the importance of educational policies aimed at the development of scientific culture in educational institutions stands out, considering all the actors involved in the process of construction and the interconnection between: the idea generated in intentionality; the construction of the written text for the implementation of ideas; the possibilities of different interpretations. Another aspect, equally important, verified in the study was that teacher training is the involvement of teachers with scientific research practices, developing in the teacher the power of authorial writing of a scientific nature, so that this knowledge can be didactically transformed into an object of knowledge in the teaching and learning process at the time of guiding the writing of texts of students' works, aimed at the CB Exhibition. [resumo fornecido pelo autor]