Possibilidades e desafios da série Chernobyl como recurso para a alfabetização científica e tecnológica

Abstract

Knowledge of and about science are necessary bases for building a critical and participatory society regarding science & technology and its role in society. In this sense, the field of education has been developing and/or analyzing various materials to aid students' knowledge of science and technology in formal or non-formal educational settings. This research relied on the framework of Scientific and Technological Literacy (STL) and its development's importance in constructing learning about science and technology. The goal was to o evaluate the potential and limitations of the series Chernobyl (2019), from the HBO channel, as a resource for Scientific and Technological Literacy (STL), considering its use in the school context. The series' evaluation was conducted through Textual Discursive Analysis, seeking moments in the exhibited scenes that could constitute coherent analysis units aligned with the research objective. The results proposed categories through the relationship between these units, allowing the identification of opportunities to develop knowledge about science and technology consistent with STL objectives. The emerging categories were: Specific concepts from the field of natural sciences and their Technologies; Treatment of conceptions and understanding about science, technology, and their applications and limitations; Conceptions about scientists and aspects of scientific work; Relationships between science, technology, and public/private power in Society; Relationships between science, technology, society, and environment; Public sensitization and narrative induction. However, the series proved to be a resource that may not be easy to work with in the school context due to possible technical or structural challenges in basic education institutions. There is also the identification of narrative trends that may induce views not commonly accepted by the scientific community in the field of Science Education, since the produced narrative is loaded with ideological aspects related to the historical moment of the accident used as the central theme.