A perspectiva da alfabetização científica no ensino fundamental através da abordagem dos recursos hídricos no cenário ruralista

Abstract

Scientific Literacy (AC) can be perceived as a perspective with an educational focus, with purposes linked to the development of a society that can act with analysis, but also in a reflective and responsible way under the circumstances linked to science and technology that arise around it. It can also be perceived as a process by which the language of Sciences contracts meanings, composing an environment for the subject to expand his world of knowledge, as well as his culture, implanted in the community. Thus, the research in question, with a qualitative approach, of a descriptive nature and of a participant type, aimed to: Identify the potentialities and limitations associated with the discussion of water resources, through the perspective of scientific literacy in students of 3° year of elementary school, in a rural school. 29 students from the third year of elementary school and the teacher participated in the research, all from the Municipal School São Pedro in Engenho Ilhetinhas in the municipality of Tamandaré - Pernambuco. The data were obtained through a semi-structured interview with the teacher, student information sheet, participant observation and a moment of experience where a case was worked and then drawings were made that helped students to formulate their speeches. From the analysis of the data, through the use of the discourse analysis, it was possible to verify that there is a tendency of the students as students of the last year of the first cycle of the elementary school (3rd year), to present short and objective answers. It was perceived in their speeches, that there is a desire to apply greater practicality on explanations and critical aspects that correlate with scientific subjects. It was also possible to analyze that the criticality sought in CA is developed in such a way that it is possible for the individual to autonomously understand the processes that contort him. But for this to happen, the teaching intervention must happen throughout the course, in order to lead its development until the objectives are achieved.