Práticas educomunicativas no ensino de ciências: a rádio escola numa perspectiva de divulgação e popularização da ciência

Abstract

This research focuses on proposing an educational practice in science teaching with the aim of disseminating and popularizing scientific knowledge through the use of a radio school located on the premises of the School Municipal Padre Pedro Serrão in the city of João Pessoa-PB. The main objective is to understand how the radio school enables scientific dissemination and science learning among students in the 8th and 9th grades of elementary school. This work is justified by the need to make scientific knowledge accessible through a simplified and intelligible language, as well as bringing this formal knowledge closer to popular knowledge, aiming to undo the distorted image that science has of absolute knowledge. The study consisted of a survey with participant observation in which data were obtained during interventions and analyzed qualitatively. The data collection instruments were a semi-structured questionnaire, voice and video recordings, photographic records and a logbook. The theoretical framework that guided this work sought to develop through outlines on Educommunication to support the fundamentals about scientific information and its dissemination using radio school as a potentializing resource in this process. The methodology was based on the production of a science program developed by the students themselves and which had the school radio as a device for the collective construction of pedagogical work for the democratization of scientific knowledge. This work brought contributions that contemplated a re-signification of this knowledge in order to break paradigms stuck in science teaching and in the search for accessibility to this knowledge from the point of view of making its discourse informal, enabling the construction of scientific culture in the school space under the atmosphere of an educommunicative ecosystem with the intention of establishing a horizontal dialogue between its participants, as well as promoting learning committed to the social, political and economic aspects that permeate the relationships between science, technology and society.