O LIVRO “LÚCIA-JÁ-VOU-INDO” E O LETRAMENTO CIENTÍFICO: PROPOSTA DE SEQUÊNCIA DIDÁTICA BASEADA NA BNCC PARA O ENSINO DE CIÊNCIAS

Abstract

This work discusses a proposed teaching sequence for the second year of elementary school, based on the literary book "Lúcia-Já-Vou-Indo" (Lucia, I'm Coming). This proposal seeks to articulate the guidelines of the Brazilian National Common Curriculum Base (BNCC), the methodological principles of scientific literacy, and science teaching. To this end, the four stages suggested by the document for science classes were considered: problem definition; data collection; analysis and representation; communication; and intervention. As a main result, the aforementioned work has great potential linked to scientific literacy, allowing the teacher to work on various aspects related to the science discipline, such as Zoology (morphology, habitat, and diversity of invertebrates), Ecology (food chains and ecological relationships), Conservation (importance of preserving living beings and the environment), as well as aspects related to the Portuguese language, such as reading and writing. Furthermore, the experimental and investigative activities present in the proposed teaching sequence can be a link to enhance critical thinking, favoring a scientific perspective in the elaboration and response to hypotheses, also allowing group work, making science teaching more meaningful, contextualized, and engaging. It is concluded that the use of the literary work in question as a pedagogical tool can transform science teaching into a more meaningful, contextualized, and engaging experience, overcoming the limitations of traditional methods and forming more critical and curious students.