Experiências vividas em um Clube de Ciências em Canaã dos Carajás-PA: iniciativas coletivas de alfabetização científica

Abstract

Among their singularities, Science Clubs seek to develop investigative practices that make it possible to strengthen the student's relationship with socio-scientific themes. But, in a plural form, these spaces have diverse didactic-methodological and philosophical configurations, whether in interface with formal education or not. Understanding the dynamics of a Science Club allows you to broaden horizons to various possibilities of enhancing Science Teaching in a more democratic, participatory and interdisciplinary way, mainly within the school environment, as is the case of the EMEB Ronilton Aridal da Silva Science Club -Grilo, a full-time school 770 kilometers from Belém, in the southeast of Pará. Experiencing successful experiences that occur in the interior regions of the State of Pará and making these realities known is a way not only of sharing experiences, but of valuing the educational potential that these environments carry in promoting a more critical, plural and transformative teaching. This research moves towards finding the answer to the following question: What training movements has the EMEB Ronilton Aridal da Silva–Grilo Science Club undertaken that could suggest the development of scientific literacy and enhance the teaching of Science in the school environment? My objectives are to highlight the educational objectives that constitute the training movement of the Science Club and to systematize training principles evidenced or underlying the reports of collaborators and activities carried out in the researched educational space, aiming at the scientific dissemination of the modus operandi of this training space and its probable contribution to other public schools. For the theoretical contributions on scientific literacy, I adopt Chassot (2018), as the main theoretical reference and, as a research modality, narrative research (Clandinni and Connelly, 2011), as it is an investigation of life experiences, observations of materials and spaces of experience of teaching and learning Science, as well as experiences and memories that built and build Science teaching based on the scientific literacy of its participants. Narrative research is qualitative in nature, and the analysis of the information collected occurred through semi-structured interviews that were recorded and transcribed, as well as questionnaires with open and closed questions. Thus, the treatment of the analyzed material was carried out using Discursive Textual Analysis (Moraes and Galiazzi, 2007). The categories emerged from the analysis: a) The blossoming of a Science Club: engagement, overcoming and achievements through teaching science for citizenship; b) Moving high flights: public policies to encourage the implementations of Science Clubs. As a product of this research, I created the “Clubist’s Diary: formative experiences of a Science Club”. The proposed material seeks to present some successful experiences at the Canaã dos Carajás Science Club, as well as other Brazilian clubs. The teaching resource seeks to contribute, encourage and envision meaningful activities for these spaces. Therefore, I consider that the Science Club under study is a space for problematization, an incubator of projects and actions that aim to transform and strengthen, based on socio-scientific knowledge, both thought and the environment in which it is inserted, provoking construction processes unique identity of this educational space, such as tutoring activities of the Science Club, an action that reflects the school's need and proves to be a unique proposal, to date, in the State of Pará.