Banca de QUALIFICAÇÃO: LUTEMBERG LIMA DE MEDEIROS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUTEMBERG LIMA DE MEDEIROS
DATE: 21/12/2023
TIME: 09:00
LOCAL: A definir
TITLE:

SCIENTIFIC AND TECHNOLOGICAL LITERACY: A THEORETICAL MATRIX FOR EVALUATING APPROACHES IN BRAZILIAN SCIENTIFIC EDUCATION

KEY WORDS:

Scientific and technological literacy, science teaching, assessment, theoretical matrix

 

 

PAGES: 240
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

The current socio-political situation of humanity causes an immersion in increasingly amplified climatic, humanitarian, environmental and health tensions, also encompassing, in worrying growth, a denialist and conspiratorial atmosphere, which feeds on systematic uprisings of manipulation of data and information for purposes diverse, relativizing the notions of truth and objectivity and promoting a widespread distrust of facts and discredit in relation to Science. In the context of scientific education, we defend the recognition of scientific-technological activity as a social practice, highlighting its related norms and values and how they are being mobilized within the scientific community (Valladares, 2021; Sasseron; Silva, 2021). Therefore, exposing the social character of techno-scientific activity seems to be an indispensable condition for the formation of students' Scientific and Technological Literacy (ACT), engaging them socio-techno-scientifically, with values that support the social transformation of their surroundings. In this doctoral thesis we aim to propose a theoretical matrix that makes it possible to characterize the proposals and concepts of ACT present in investigations in Science Education in the Brazilian context. In the methodological path adopted, we built a theoretical-methodological tool based on the levels of Sanchez-Gamboa's (2012) paradigmatic matrix, taking inspiration from the investigative journeys of Strieder (2012) and Lopes (2015). The research work comprises two complementary approaches: one empirically based and the other theoretically based. On an empirical basis, we sought to validate the paradigmatic matrix through a bibliographical survey, through which we sought to determine, through elements of Discursive Textual Analysis (ATD), whether the component levels conceived of the proposed matrix effectively assist in the differentiation, recognition and systematization of the various approaches that promote ACT Types I, II and III, limited to the context of Science Teaching. At the same time, from a theoretical point of view, the deepening of theoretical references supported the identification of relevant parameters for the constitution of the specific reference matrix for the detailing of ACT approaches. The partial results, which emerge from the validation of the conceptions of citizenship (ontological), indicate that the discussion suggests that this matrix has the capacity to be applied in the identification and mapping of the different approaches to citizenship present in the context of Science Teaching in Brazil . Subsequently, other paradigmatic levels will be subject to the validation process.

COMMITTEE MEMBERS:
Presidente - 1630751 - JOSIVANIA MARISA DANTAS
Interna - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externo à Instituição - ALBINO OLIVEIRA NUNES - IFRN
Externa à Instituição - ROSANA FRANZEN LEITE - UNIOESTE