Alfabetização científica mediatizada pelas tecnologias digitais de informação e comunicação

Abstract

In view of the scientific and technological advances that have been influencing and changing people's lives and education, specifically Science Education, in order to achieve Scientific Literacy (SL) with Basic Education students, it is essential to prepare them to make decisions and intervene in the environment they live in ethically, responsibly and criticaly, having as base comprehended and problematized scientific concepts. Thus, this approximation between SL and Digital Information and Communication Technologies (ICT) is worth being reflected at school and by scientific investigations, since it directly implies the role of Science Education in contemporary times. This research aimed to identify and analyze evidence of Scientific Literacy in digital narratives (DN) of Elementary School students after the completion of a didactic sequence (DS) based on the three structural axes of SL in a context mediated by ICT. The research has a qualitative character. The methodology consists of systematically reviewing literature on the topic; attending meetings with the teacher of the researched class; constructing and applying, along with the teacher, the DS using ICT and monitoring the students' DN production about the content. The fundamentals of Content Analysis was taken for treatment and analysis of data, through categorical analysis. As a result of the study, it is possible to assert that the majority of students codified scientific terms and knowledge on the topic addressed in the DS, as predicted by the first structuring axis of A; in addition to representing them with different languages through ICT. The second axis, related to the nature of science and the factors that influence its investigative practice, and the third axis, which corresponds to the understanding of the existing relationships between science, technology, society and the environment, were not as much evident in the DN, though represented in the process of some narratives. Such fact may be a reflection of concept and theory-based teaching, as well as students’ little ICT and DN mastery. The applied teaching practice proved to be interesting and motivating. The analysis of the data also revealed evidence that the SL developed with the mediation of ICT requires teacher and student’s ability to relate scientific, pedagogical and technological knowledge. Based on the possibilities found in the inclusion of ICT, the DN proved to be capable of raising knowledge and consolidating learning, allowing students to make their own knowledge base. Hence, we consider that the association SL / ICT, presented in this study, can bring to Science Education an alternative work in order to reach students' SL based on a methodology focused on the pedagogical use of digital technologies in teaching, a subject which is not regarded nowadays. Therefore, due to their reflective and integrative functions, DNs proved to be effective for the development of a pedagogical work capable of combining students’ criticality and authorship, contributing to a more contextualized and transformative teaching.