Banca de DEFESA: NATANAEL AVELINO SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NATANAEL AVELINO SANTOS
DATE: 10/02/2026
TIME: 10:00
LOCAL: Remoto
TITLE:

Dengue as a Generating Theme for Promoting Scientific Literacy in Elementary Education

KEY WORDS:

Scientific literacy; didactic sequence; science teaching; health

PAGES: 105
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Scientific literacy is essential in a society marked by rapid technological change and socio-environmental challenges that require informed decisions. Developing it from an early age enables students to understand everyday phenomena, analyze information critically, and participate actively in social life. In addition to contributing to cognitive development, this skill strengthens citizenship education and prepares new generations to face complex issues such as public health, sustainability, and technological innovation. However, its implementation is still hampered by challenges such as the scarcity of adequate teaching materials and insufficient continuing teacher training. That said, this study investigated the effectiveness of a teaching sequence based on real cases of dengue fever in the school community, seeking to promote scientific literacy among students in the final years of elementary school. The study was conducted with a 7th-grade class at a municipal school in Parnamirim (RN), adopting a mixed approach, with participant observation, questionnaires, and analysis of written and oral productions. Quantitative data were treated with the paired t-test plus Pearson's correlation test, and qualitative data were analyzed using Bardin's content analysis technique, in light of the scientific literacy indicators of Sasseron and Carvalho (2008). The results showed significant advances in conceptual understanding, logical reasoning, and the students' ability to apply scientific knowledge in real health situations. The activities promoted engagement and critical thinking, showing progress in the areas of understanding science, its nature, and its relationship with technology and society. However, we observed a lack of interest in carrying out the activities, making it necessary to adjust the methodology. The resulting educational product, a guide with a teaching sequence structured around the Three Pedagogical Moments, offers practical support to teachers in implementing investigative and contextualized methodologies. We conclude that the proposal contributed to strengthening scientific literacy and civic education among students, demonstrating the potential of active methodologies in science teaching.

COMMITTEE MEMBERS:
Presidente - 2420099 - IVANISE CORTEZ DE SOUSA GUIMARAES
Interna - 2200167 - MAGNOLIA FERNANDES FLORENCIO DE ARAUJO
Externo à Instituição - MARLON DELGADO MELO - IFPB