Educação CTS - uma contribuição para a promoção do letramento científico no ensino de Física

Abstract

The teaching of Physics in Brazil has been based on the mere transmission/memorization of content, decontextualized and that does not always make sense to students. The learning difficulties of this discipline and the need for the student to occupy the central position of the teaching process require new pedagogical practices, and the importance of education for the exercise of citizenship that this area of knowledge can provide in terms of training is also observed. From this perspective, a proposal involving science-technology-society (STS) relations was developed to verify if it would be possible to work on scientific literacy (CL) with 16 3rd grade students from a state school in the interior of Goiás, engaging them in decision-making regarding traffic education. The activities were presented in a didactic sequence (DS) and there was the development of a qualitative research, with the application of a questionnaire and observation of the participation of the students. The students related several concepts in Basic Physics that would be necessary to understand and prevent traffic accidents and developed proposals to minimize common accidents, elaborated messages of guidance and awareness about traffic laws and proposed reflections on the role of each one. We may consider, with the results of this research, that the proposed action could contribute to the scientific literacy of the students, based on a contextualized learning that led them, through collective decision-making, to behave as responsible citizens, capable of understanding the social importance of scientific and technological knowledge for the mitigation of traffic violations and accidents.