História e Filosofia das Ciências no contexto da alfabetização científica e linguística
Construindo práticas pedagógicas nos anos iniciais do ensino fundamental
DOI:
https://doi.org/10.23925/2178-2911.2022v25espp338-356Abstract
The present text communicates the constitution of a research of qualitative nature with the objective of investigating the use of knowledge appropriated by the History and Philosophy of Sciences in the relations between scientific and linguistic literacy, carried out in a municipal school in Cariacica-ES, from the (de)constructions and analysis of pedagogical actions and the production of a series composed of three children's paradidactic books, approaching themes related to historical and philosophical perspective. The proposal is that the study data will be produced and collected through the active interactions of two 1st grade and two 2nd grade classes, their teachers and pedagogues in charge, in the use of the educational product. In this sense, the research is in the modality of action research and will treat the data taking as reference the hermeneutic-dialectic method, seeking to relate the theoretical foundations reviewed about the Linguistic Literacy and Scientific Literacy, as learning processes, and the History and Philosophy of Science, with its conceptual and procedural ramifications, to identify the signs of cognitive development of students in relation to the "indisciplinary" practices (de)construction during the investigation. At the end of the research, it is expected to contribute with reflections and pedagogical practices that meet the needs of the contemporary world and the desire for the emancipation of the subject, addressing in a powerful way the relationship between scientific literacy and linguistic literacy, from the History and Philosophy of Science, and promoting a more comprehensive, interconnected and responsible worldview.
