Storytelling como estratégia de mediação e alfabetização científica no Museu Câmara Cascudo

Abstract

Scientific literacy is a process that transcends institutionalized spaces, occurring throughout people's lives and is understood as a right of all citizens. In the field of science education, researchers and educators have conceived the concept of scientific literacy from different biases, which must be observed so that it can be understood in different situations and occasions, that is, in a contextualized way. We also point out that different ways of evaluating this literacy of students emerge, being necessary to establish indicators of these skills appropriate to each socio-cultural reality. In this context, we consider that non-formal spaces can contribute to the promotion of scientific literacy of the population and students of basic education, which would imply thinking about educational actions conducive to these spaces and, consequently, in the creation of a new eye to look at times , exhibitions, ways of interacting, materials, language, in order to foster the rapprochement between student and scientific cultures. To this end, in this dissertation, we propose to investigate how the construction of creative narratives, storytellings, involving the objects on display at the Câmara Cascudo Museum can bring students in the final grades of Elementary Education closer to a scientific culture understood in the midst of relationships Science, Technology and Society. Therefore, in the didactic sequence developed as an educational product, a thematic approach on fossils is used, in order to understand the evolution of life on Earth, organized in the Three Pedagogical Moments. However, the Covid-19 pandemic that was also established in Brazil resulted in the suspension of classes in schools and other educational institutions and the temporary closure of the Câmara Cascudo Museum, not to mention the sudden and drastic changes in people's lives. This extraordinary fact forced us to modify the structure of the educational product, which is presented in two versions: the original and the version adapted to remote education. The results indicate that factors that emerge from social inequalities have affected and excluded students from school activities, with negative effects on participation rates in classes and activities. Unfavorable educational, social and emotional conditions of teachers were also diagnosed. In the application of educational material adapted to remote teaching, possible learning difficulties associated with the concepts of evolution and geological time were verified.