Meio ambiente e lixo eletrônico: uma abordagem CTSA, a partir de uma ilha interdisciplinar de racionalidade, no ensino de ciências

Abstract

This research is the result of a feeling that emerged from the professional experience of teachers, that is, from the need to transform the practice. It presents as main objective to investigate the contributions of the development of an Interdisciplinary Island of Rationality in the CTSA approach, from the Environment and Electronic Junk topic, for the promotion of scientific, technological and citizen literacy of elementary school students. For that, the methodological strategy of the Interdisciplinary Island of Rationality (IIR) proposed by Gérard Fourez (1997) was elaborated and applied, in a ninth grade class, in a state primary and secondary school in the municipality of Abaetetuba / PA, in the year of 2017. This research is qualitative, of the participant type. The research environment consisted of a mini-course, in which 26 students participated as subjects of the research, in addition to the teacherresearcher. The data were collected through the application of a semistructured questionnaire, with the objective of identifying the students' previous knowledge about the subject, electronic waste; records in the field diary of the subjects investigated and the teacher-researcher; audiovisual records; and elaboration of posters, banner and drawings by the students, which constituted the empirical material of this research. For the treatment of this material, I used Creswell's interpretive analysis (2010), from which emerged two categories: students' "looks" about electronic junk: from prior knowledge to the construction of scientific knowledge and the re-signification of teaching practice author of this study) in Science Teaching. The results show that the students' previous knowledge is in line with the elaboration and opening of the black boxes that composed the project, in a way that met their wishes and curiosities, and gave them the opportunity to construct a "look" that carries important understandings for the decision-making and for the acquisition of positions that are related to the collective, in which tangible rights and duties. The reflections present in the second category show that the action-reflection about the practice when developing the Interdisciplinary Island of Rationality, allowed me to make significant weights, punctuating obstacles and possibilities of my know-how, such as: student autonomy, compromised negotiation, research, available time, among others. Thus, in view of the diversity and complexity of the school space and of the methodological strategy of IIR, I conclude that the Interdisciplinary Island of Rationality, based on the CTSA approach, for dissociating itself from disciplinary teaching and aiming to promote the domain of knowledge, autonomy and communication / expression of the students, reveals with significant potential in the construction of the citizenship education of elementary school students. Finally, from the knowledge that emerged in this research was constructed a book directed to the teachers of the elementary school, in order to offer a material that can subsidize the realization of IIR in the educational spaces.