Iniciação científica na educação básica: propondo cenários educativos para uma aprendizagem transdisciplinar em biologia

Abstract

The present study circumscribes the school as a space open to investigation and critical reflection, electing the pedagogical practice in the school daily life as an object of investigation, ratifying the importance of research in education for the improvement of the quality of teaching. The general objective is to analyze the insertion of scientific initiation in high school, as a transdisciplinary practice favorable to the development of scientific literacy, involving the production, systematization and dissemination of knowledge, in the teaching of Biology. The research elucidated the following question: does the insertion of scientific initiation in the daily school life of high school enable the process of scientific literacy of students? The theoretical categories of analysis, supported by the theoretical framework studied, are inclined towards: education from the perspective of complex thinking; the teaching of Biology by investigation and research; scientific initiation in high school; and scientific literacy. As a methodological path, the qualitative research approach of descriptive and interpretative character was chosen. The study had a state public school as the research field, involving 41 students from the 3rd year of high school. The research method was organized in two educational scenarios. Educational scenario 1 consists of records of experiences lived in events held at the field school in the years 2019, 2020 and 2021. Educational scenario 2 encompasses the realization of the cycle of epistemic practices in school, developed in three phases: elaboration of a research project by students based on thematic axes addressed in the Biology discipline; development of the research project; and socialization of the results obtained in the editions of the scientific weeks promoted in 2022 and 2023. The sources and instruments for data collection were: records of events held at the school in 2019, 2020 and 2021, evidencing programming and collection of works presented and posters produced by students; questionnaire carried out with former students; and the semi-structured interview. The data treatment considered content analysis and discursive textual analysis. As an educational product elaborated, the study results in the Portfolio Premises and Guidelines of Scientific Initiation in High School. The thesis is confirmed, notably, because the present study elucidates that teaching the contents of Biology from the perspective of scientific initiation in high school as a didactic strategy of teaching by investigation and research, contributes to the scientific literacy of the student, who transcends the memorization of contents, assumes his role as an author in the (re)construction of knowledge, better understands biological concepts in a transdisciplinary way and socializes (re)constructed knowledge, favoring scientific literacy in high school and the socialization of scientific knowledge in the school space. Finally, the results of the study contribute to the organization of didactic strategies involving scientific initiation in high school with a focus on learning in a transdisciplinary approach to Biology content and on the scientific literacy of students.