Prática docente na formação do estudante pesquisador: a alfabetização científica no Ensino Médio Integrado

Abstract

This study addresses the importance of scientific research in integrated secondary education, based on theories on Research Methodology and Scientific Literacy. The main objective of this work is to evaluate the contribution of an artifact as a support to teaching practice, in the context of Biology teaching, to promote the scientific literacy process of high school students integrated in Professional and Technological Education (EPT). The research problem that guided the work focuses on the scarcity of pedagogical resources to guide Biology teachers in High School, with a focus on investigative teaching, to the detriment of strictly traditional teaching. To conduct the work, an integrative literature review protocol was planned and implemented, in order to select the works associated with the theme. Through this protocol, it was possible to identify a set of 14 steps for the development of scientific literacy. In addition to these steps, it was possible to identify 10 (ten) indications regarding the importance of investigative teaching for the formation of the student researcher in integrated high school. With regard to the identification of methodological strategies, 09 (nine) strategies were identified for the development of student researcher training, 4 (four) of which were used specifically in the context of teaching Biology. Another 6 (six) strategies were identified outside the scope of Biology, and one of them, the Integration of Content to Scientific Doing, was repeated in both contexts. From this, the planned and applied method consisted of an exploratory and descriptive study, with a qualitative approach, which led this investigation. This study consisted of 4 (four) phases, namely: (i) document analysis, (ii) teachers' perception, (iii) course coordinator's and support educator's perception (iv) students' perception. To carry out these phases, specific instruments were used, such as: semi-structured interviews, open questionnaires, dynamics and debates. The universe investigated was the State Technical School Professor Agamenon Magalhães (ETEPAM). For data analysis, discursive textual analysis was used, carried out in three phases: unitarization, categorization and communication. The results of the study show that Scientific Literacy in integrated high school is able to offer the student the possibility to carry out research, build their own knowledge and develop autonomy, criticality and decision-making power. The analysis of collected data contributed to the development of the Educational Product (EP). The EP and its development process resulted from the constituent phases of the methodological process. The educational product brings the production of a Scientific Literacy Guidance Guide for teachers and students, listing and describing all the steps and strategies that can be used for the development of a scientific research. The stage of evaluating the applicability of the EP was carried out by 05 (five) specialists, 4 (four) from ETEPAM and 1 (one) from the server of the Federal Institute of Pernambuco (IFPE) who are involved in some way in this process. The methodological script for the evaluation of the EP was based on 05 (five) dimensions. The results signaled its need and potential for use in the context of EPT. The improvement points indicated by the evaluators made it possible to make the necessary adjustments to make a new version of the EP available in the IFPE repository