A alfabetização científica no ensino de física no curso técnico em eletrotécnica integrado ao ensino médio do IFPI - Campus Parnaíba

Abstract

Considering the challenges of pedagogical practice and the directions of scientific education that has been developing, it was proposed in this work to carry out a research about scientific literacy, discussing its conceptions and objectives. Initially, guiding questions were investigated to support the research and a discussion about the conceptions of scientific literacy, the teaching of sciences in general accordingtotheperspectiveoftheScience-Technology-Society(CTS)movement. It was tried to answer the key question: How is scientific literacy being developed in the researched environment? In order to investigate this problem, two classes of first and second year of high school were selected from the Federal Institute of Education, Sciences and Technology of Piauí (IFPI), Campus Parnaíba and two physics teachers who taught classes in both classes. applied questionnaires whose answers brought the different perspectives related to the teaching of Physics. In total, fortyeight students answered the questionnaire and the data collected were analyzed according to the methodology proposed by Marconi and Lakatos (2004). The answers obtained were previously organized, categorized and explained in statistical terms in order to make the phase of the discussions more objective and clear. The data showed that the term scientific literacy is well known to teachers, who presented similar positions, in a broad way, in favor of the process of educational formation based on this pedagogical model. However, both professionals stated categorically that the model of education that is being developed is not enough to train citizens who are scientifically literate. They point out as one of the main challenges in this process the model of content curriculum based on the transmission of information unrelated to student reality and social issues. The majority of students agree that the main difficulties that trigger an obstacle to the teaching of Physics correspond to deficiencies related to mathematics and textual interpretation, as well as the dissociation of programmatic contents, referring to the discipline, with their daily life. The students also presented an autonomous position in order to seek information individually, mainly through the internet and in the majority they affirmed that the use of didactic experiments is indispensable in the improvement of the learning process of Physics. The results showed how the process of scientific literacy is being developed in the classes studied and evidenced the need for the implementation of artifices that privilege this activity, especially with respect to the classes of electrotechnology that has Physics as a fundamental discipline in its curriculum. This requirement is further emphasized by the desire to minimize the statistics of school failure and, above all, to contribute to the effectiveness of science education and the professional training of students.