Investigando os dilemas práticos de uma professora-pesquisadora: a terra orbita em torno do sol ou o sol orbita em torno da terra?

Abstract

Although the Copernican Revolution redefined the human perception of the universe, teaching about this historical event and its scientific implications still presents challenges in the cur- rent educational context. In this scenario, a research study emerges, aiming to analyze how teaching the Copernican Revolution can contribute to the development of Scientific Literacy among first-year high school students. Thus, it objectively analyzes, from the perspective of the teacher-researcher, the development of a teaching and learning sequence (TLS) about the Copernican Revolution and its contribution to the students’ Scientific Literacy. This qualitative research is based on a case study, where the educational context was documented through audio recordings, student-produced materials, and a field diary. Data analysis was conducted using thematic analysis and Bardin’s Content Analysis Method. The research highlighted practical dilemmas in implementing the TLS, such as students’ difficulty in understanding abstract concepts and the need to diversify teaching strategies. It was also observed that teaching the Copernican Revolution contributed to the development of students’ Scientific Literacy, evidenced by more precise use of scientific terms and concepts and the ability to formulate explanations. The research demonstrated the potential of teaching the Copernican Revolution for high school students’ Scientific Literacy. The developed TLS was improved based on the research results, and an educational product was created to assist other teachers in addressing this topic.