O sol como eixo estruturante para o ensino de física na perspectiva da alfabetização científica

Abstract

The study aimed to investigate whether the development of a didactic unit based on the perspective of the process of scientific literacy can provide the development of skills, critical, reflective and active attitudes in high school students facing the construction of knowledge. For this, various strategies and approaches were used that contributed to the teaching and learning process of the students. Grounded in the light of the process of scientific literacy and historical-cultural theory, a didactic unit developed that had as its structuring axis the Sun, source of light and energy. In this scenario, it was approached as the thematic area, stellar astrophysics, since the main focus was on identifying the main characteristics of a star. Topics such as electromagnetic radiation and its main characteristics and its relationship with astrophysics in articulated form, with the curriculum of the second year of high school were explored. The use of this element, in addition to enabling the work of an interdisciplinary theme, provided the valorization and use of students’ previous knowledge. The choices of pedagogical actions around the construction and development of the unit, provided the construction of knowledge collectively by students. In addition to providing the use and development of fundamental skills for the teaching and learning process, such as explanatory and justification skills, perceived through the analysis of the written production by students during the six classes of the didactic unit. We identified as favorable elements to the teaching and learning process, interdisciplinary, the insertion of new fields of study and the renewal of pedagogical practices in the physics classes of regular education. In this context, the teacher’s challenge to the teaching and learning process is increased, since he is an agent of immediate mediation between the student and knowledge.