Alfabetização científica no ensino médio: uma intervenção pedagógica a partir da disciplina eletiva “Não é opinião, é ciência”.

Abstract

This work reports a pedagogical intervention with high school students, aimed at promoting scientific literacy in the Humanities, especially sociology. The choice of the theme occurred in response to the current trend of education focused on market logic (Laval, 2019) and the devaluation of the Humanities (Costa, 2016). The action took place following the creation of an elective subject applied in two schools in Cariri, Paraíba. Methodologically, the following steps were taken: 1. Definition of the intervention field; 2. Documentary research and analysis; 3. Preparation of the syllabus and dissemination of the elective course; and 4. Completion of the discipline. With the intervention, we intended for students to be able to differentiate the scientific method from knowledge derived from common sense, understanding the importance of science in everyday life, in order to explore reflective and argumentative capacity in the analysis of social relations. Throughout the semester, students were introduced to the principles of the scientific method, aiming to promote reflective and argumentative capacity and the spirit of investigation. We help teachers throughout the entire subject (planning, creating material for classes and conducting three meetings). After the introduction to the debate, the students participated in the construction of a research instrument and carried out a questionnaire in their community contexts about the phenomenon of fake news. Given the lack of time and students' difficulties, we offered assistance in creating the form and computing the data. Finally, there was a simulated public hearing (culmination) at the CDSA, with the topic of the Fake News Bill (PL 2630/2020). In addition to sharing information from the research carried out, participants spoke in front of the auditorium, positioning themselves in favor or against the bill. Despite the limitations identified in the data analysis, it was possible to see that the experience contributed to the students' training, especially in terms of understanding the scientific work of human sciences and the construction of public debates. After the event, students' satisfaction with this experience was noted, both through the elective course evaluation form that we applied and through reports on social media. There was good acceptance of the elective course and the content developed by students and teachers ahead of the experience in each of the schools.