As inter-relações entre ciência, tecnologia e sociedade nos desenhos animados: uma alternativa para o ensino de ciências nos anos iniciais do ensino fundamental

Abstract

Based on the assumption that the STS approach in the educational field contributes to critical, contextualized and integrated teaching, and which numerous cartoons approach scientific concepts in a playful and attractive way, this research aimed at analyzing the contributions by using the cartoon Wild Kratts for science teaching and learning with a STS focus in elementary school early years. The research was classified as applied, qualitative, and regarding the question’s nature which guides it, it is characterized in three typologies: documentary research, pedagogical intervention research, and evaluation research. Teachers and students from the elementary school early years in the towns União da Vitória – Paraná, and Porto União ­ Santa Catarina have participated in the research. Data were analyzed through content analysis. Results indicated that the cartoon Wild Kratts shows a prevalence of the expanded perspective regarding the reductionist one, and thereunto, it is possible considering that watching its episodes may contribute to the extend spectators SCL (Science and Technology Literacy), since STS conceptions implicit in them would be critically analyzed. However, there was an expressive number of episodes that portrayed scientists as heroes, which contributes to a salvationist science conception. Therefore, reflecting with students that science and technology do not always recover the impacts of scientific and technological development on the environment is essential. From the results obtained with the intervention research, as well as the application and evaluation of sequence of investigative teaching (SEI) by the teachers who participated in the research, findings show is educational product contributed to teach Science from the STS perspective in the elementary school early years, making the classes attractive, interdisciplinary and contextualized, then contributing to the SCL process. The analysis matrix, in the light of the STS approach, constitutes itself as the scientific product of this research, because it might subsidize other analyzes, guiding researchers and teachers to investigate the STS interrelations not only from cartoons, but also of other filmic products. Finally, paths for future research that demand more space for science education in the elementary school early years are envisaged, as well as for initial and continuing education in the Science area for teachers who work at this education level.