Letramento científico no ensino básico público no município de Palmas – Tocantins

Abstract

This research aimed to understand how discursive genres organized the scientific initiation activities and contributed to the empowerment of the Scientific Literacy of elementary school students in the public municipal schools from Palmas - Tocantins, who participated in school and extra school science fairs as the Science Fair, Innovation and Technology from Palmas - Tocantins (FECIT) and the Brazilian Science and Engineering Fair (FEBRACE). For this achievement, I tried to identify and describe the genres that organized the scientific research activities at the Municipal School Beatriz Rodrigues da Silva, and analyze the functions of writing from discursive genres in scientific literacy practices. The completion of the work was guided by qualitative research approach, setting up as a case study with ethnographic aspects; and is inserted in the field of interdisciplinary studies of Applied Linguistics. This field is concerned to investigate the language in its real applicability, as this is only effective through writing practices, justifying these research theories about the studies of literacy. It is explained in this brief history how was configured these studies, starting from the simplistic conceptualization of the term School Literacy–Social Literacy forerunner - to the Social Scientific Literacy and from the Social Literacy to the Social Scientific Literacy. For this research I was at the school, observing the development of the research activities of the students, which gave me their productions for analysis. In addition to the analysis of data provided by the students (various genres such as banner, design, report and logbook), I also have considered the projects from municipal schools in Palmas which were enrolled in FECIT in the years 2014 and 2015, in order to verify how the documents were drawn up and how they were performed in schools. This research showed that the science fair provided differentiated teaching situations, but rather marked by traditional practices of the school culture. Social Scientific Literacy was present in the developed activities, but in a very incipient way. The results also showed the necessity to restructure the undergraduation and the basic education curriculum; to readjust the teacher's working conditions and to invest in training these professionals as a researcher and producer of knowledge.