Uma sequência didática para o desenvolvimento de pensamento científico a partir dos 5 Rs em hortas escolares

Abstract

There is currently a growing need to improve science education in schools, going beyond the mere transmission of content to develop critical skills in students. Challenging teaching strategies are essential to bring teaching closer to students' needs. Recognizing this and aligning with the BNCC guidelines, the Municipal Department of Education of Passo Fundo incorporated Scientific Thinking into its curriculum. However, many teachers face challenges in effectively applying these strategies, revealing the need for better preparation in this area. The research was constituted through a discussion about the importance of these elements in the teaching and learning process and the need for qualification to keep up with changes in society and generations. The dissertation was organized based on the proposal to insert the elements of Scientific Thinking into the school environment, awakening in students the desire to seek information, produce knowledge and innovate. The study sought to construct answers to the following question: what are the possibilities of Scientific Thinking as a mobilizer of meaningful learning experiences in the context of school gardens? The definition was based on the objective of presenting strategies that encourage, among other points, the formation of scientifically literate citizens capable of acting critically and consciously in society. In view of this, a didactic sequence was developed to address the theme, 5Rs Policy, analyzing the feasibility of the proposed didactic sequence and observing the evidence of development of scientific thinking. The didactic sequence was structured in eight meetings and applied in a municipal public school in Passo Fundo, RS. The research, of a qualitative and participatory nature, focused on analyzing the eight meetings, highlighting the didactic strategy and contemplating the educational objectives established for the content. Through indicators, we evidenced the development of scientific thinking in students, such as argumentative capacity, critical thinking and learning of scientific concepts. The resulting educational product offers intervention proposals and contributes to the continuing education of Scientific Thinking teachers in the Municipal Network of Passo Fundo, and is available on the program website and on the eduCapes Portal https://educapes.capes.gov.br/handle/capes/747694.