2018-02-062018-02-062017-12-14RODRIGUES-MOURA,Sebastião.Da World wide web: às partículas elementares: sequência didática baseada no método DBR-TLS com vistas à alfabetização científica e técnica. 2016. 169 f. Dissertação (Mestrado) - Universidade Federal do Pará, Instituto de Educação Matemática e Científica, Belém, 2016. Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas.https://repositorio.ufpa.br/handle/2011/9430With the objective of contributing to the improvement of the practice of physics teaching in the middle school level, this research presents the production and application of a didactic sequence with six lessons aimed at the Modern and Contemporary Physics in high school, observing the elements of Scientific and Technical Literacy (STL) establishes Fourez (1994). The drafting was done by a team of professors-researchers, focusing on particle physics and the historical context of the creation of the World Wide Web (WWW), focusing on the fundamentals of Design Based Research (DBR), as established by Brown (1992) and Collins (1992), and the Teaching-Learning Sequences (TLS) following Lijnse (1995) and Mèheut & Psillos (2004). Both include the management of the whole process that involves applying and reapplying of cycles in which the proposed procedures are evaluated and reformulated. In relation to this sequence of specific teaching and learning, special attention was given to the aspects of internal coherence that are related to the perception of didactic intention by all participants of the survey. For this purpose, it proposes a set of elements-articulators and questioning as resources to provide a "backbone" noticeable throughout the TLS. In addition to the didactic sequence, build a "Didactic Guide" for teachers containing the minimum contents, guidelines for educational activities, the estimated time for each activity and relevant observations to support the discussion, orientation and pedagogical practice during class. Were also produced a board game and a school minicongress that may be potential scientific and technical education materials. This set consisting of didactic sequence and the guide, tutorial of the game and the minicongress, is product and by-products developed within the framework of educational research. As a pedagogical experience of application of that set, was developed in a public school in a municipality of the northeastern of Pará about 150 km from the capital, involving some 30 students of the third year of high school, between the months of january to march, 2016. During this experience, were registered relevant occurrences in a journal of teaching and students, gathered in six teams, produced webportfolios under my guidance. These two instruments composed the empirical material that analyzed the light of STL reference and the guidelines of the Discursive Textual Analysis (DTA) based on Moraes & Galiazzi (2011). Thus, sought to answer the following research question: How the implementation of a didactic sequence about particle physics can stimulate scientific and technical literacy? The empirical material of the research with qualitative approach, notably the teaching and the journal web-portfolios, and considering also the references in STL, were identified five axes of analysis: (1) the World Wide Web and the Internet are technical applications with distinct functionality; (2) The "absolute truths" in science; (3) All financial investment in scientific research is necessary for society; (4) The Brazil and interests around the CERN/LHC; and, (5) Investments, new particles and the challenges of scientific discoveries. The analysis of students' production, it was particularly applied the method of DTA, showed technical and scientific elements, etymological, historical, epistemological, mass media, scientific-technological, financial, technological, social, economic, socio-political, according to the characteristics of the STL approach, which constituted in categories of analysis related to five axes already mentioned. The analysis showed good quality in the production of the students and their involvement in the proposal, beyond the expected in this level of education. In this sense, at least ten elements of the STL have been identified in the speeches of the students face the motivation of the didactic proposal. In addition, these elements were applicants in web-portfolios of various groups, which reinforces the expectation that a didactic sequence properly planned can promote aspects of the STL. Only the etymological aspect was identified in one group, which is justified for this be a more elaborate element. So, the questions presented in each lesson, the moments of questioning and the creation of a blog as a space for discussion and collaboration proved as appropriate strategies for the development of the STL and contribute to compose an answer to the research question. The achievements under this research stimulate the dissemination of production and the use of didactic sequences in high school seeking to meet the expectations of efficiency and diversification of strategies that compete for the improvement of this level of education.Acesso AbertoFísica estudo e ensinoPrática de ensinoWorld wide webDissertaçãoCNPQ::CIENCIAS EXATAS E DA TERRA::FISICAENSINO, APRENDIZAGEM E FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E MATEMÁTICAS