O uso da Tecnologia Digital de Informação e Comunicação aliada a metodologia da Ciência Cidadã no contexto educacional

Abstract

Technological innovations in the digital age are gaining more and more space in the educational context. Digital Information and Communication Technologies (TDIC) are present in all niches that make up our society and have the aim of facilitating day-to-day activities, increasing interaction in social groups and allowing the exchange of information generating knowledge. Young people born in the digital age (digital natives), are the most adapted to live in this medium of interactivity and information exchange. For this audience, formed by children and young people as innovations in education are the ones that most motivate researchers to build artifacts and study how interactions exist. Despite the large steps that education has taken towards technological advances, teaching still has many gaps in how to initialize the practice in students using support for TDIC. Scientific publication is still a major bottleneck in our society, it must be started during the school period, which is when the student has more contact with teachers who also act as researchers. Among the objectives of scientific production that aims to carry out collaborative work between scientists and society, we have Ciencia Cidadã, where scientific productions are performed by ordinary people in our society. From all the problems created, we established the objective of this work in delimiting a pedagogical proposal that can establish a pedagogical approach of integration between a Citizen Science and as DICT. The research was conducted in a qualitative approach, with action research being the methodological strategy. As a didactic approach, an Intervention Project was elaborated, the data were collected through questionnaires, informing and participatory observation in a Private school located in the East Zone of Manaus - AM. 32 students participated in the study and the results of the result obtained by the Content Analysis. As a result, managing to establish differences between the pre and post application contexts of the Intervention Project, concluding that there is evidence of potential for learning when we add a technological artifact and we have also been successful in tracing a pedagogical sequence for the use of Citizen Science for the educational context.