Alfabetização científica nos anos iniciais do ensino fundamental: o ensino de física e astronomia nos livros didáticos de ciências naturais

Abstract

In order to contribute to the teaching of Natural Sciences in the initial years of Elementary School we aim to understand the scientific literacy of Physics/Astronomy proposed in these cycles. As main research objects, we have chosen textbooks approved in PNLD 2016 and the educational legislation related to this level of education. To choose the collections to be analyzed, we follow two main criteria: i) be used in the public schools of Humaitá - AM and also the most distributed nationally, according to FNDE statistical data. We analyze the collections - Ápis: sciences and Ápis: discover the world. To guide the research, the following questions were chosen: What Physics/Astronomy contents are recommended by the official documents for the initial years of Elementary School? Do official documents for the early years of elementary school guide/dictate teaching that aims at scientific literacy? The textbooks approved by the PNLD / 2016 guide scientific literacy from the teaching of Natural Sciences Physics/Astronomy? The theoretical basis was developed based on scientific literacy references. In the methodological referential we use content analysis (MORAES, 1999; BARDIN, 2011). In order to answer the guiding questions, when we look at the contents, we theoretically base the categories in the major areas of Physics (Mechanics, Thermology, Waves, Electromagnetism, Modern Physics and Astronomy) and for Astronomy, stars and phenomena commonly studied by this science. Categories were determined for the analysis of didactic activities, based on the didactic strategies proposed in the collections: experimentation, observation, systematization of knowledge and informative texts. In order to understand the limits and potentialities of the proposals of the books for a teaching that aims scientific literacy, we use as orientation the structuring axes of scientific literacy (SASSERON, 2008) and the deformed visions of science (CACHAPUZ, et al., 2011). Our analysis showed that the educational documents provide a teaching of Natural Sciences that aims at scientific literacy. When we look at the books we identify that they cover topics from the fields of Physics and Astronomy. In the didactic strategies we find limits and potentialities for the referral of scientific literacy. As potentialities we highlight the integration of scientific knowledge, activities that exploit previous knowledge, proposals that facilitate group work, more critical discussions of the CTSA relationship and approaches to the historical process of science and technology. On the other hand, we also identify deformed visions of science as elitist and decontextualized, neutral and Salvationist in CTSA relations, empirical inductive are limits present in both collections.