Nutrientes : temática interdisciplinar para o ensino fundamental, com vistas à promoção da alfabetização científica

Abstract

Modern life necessitates a continuous pursuit of knowledge; without it, human progress stagnates. Schools, with a holistic educational vision, provide an environment conducive to nurturing various skills in students, including the ability to discern pertinent information for their civic development. The aim is to propose an educational framework integrating Natural Sciences and Mathematics, centered on the theme of nutrients, to enhance students' Scientific Literacy through an interdisciplinary Didactic Sequence. This endeavor is underpinned by the principles of Interdisciplinarity and Scientific Literacy, with support from prominent scholars such as Sasseron and Carvalho (2008), Chassot (2018), Feistel (2012), and Fazenda (2012). The research addresses the query: how can interdisciplinarity, through the exploration of nutrients, foster Scientific Literacy among 5th-grade students? The Didactic Sequence comprises activities structured around texts and pedagogical exercises focusing on healthy eating habits. Conducted at a Municipal School of Basic Education in Sorriso-MT, the qualitative and exploratory methodological approach involved direct researcher participation in the field. Data collection involved pre-sequence questionnaires and subsequent assessments, analysis of student outputs, and audio-video recordings. Data analysis followed Bardin's (2010) content analysis method, utilizing Scientific Literacy indicators proposed by Sasseron and Carvalho (2008). Overall, findings suggest that interdisciplinary approaches illuminate how Science contextualizes Mathematics, imbuing it with significance. Mathematics emerged as pivotal in comprehending natural phenomena, underscoring the need for heightened discourse on Food and Nutrition Education (FNE) within educational settings. Moreover, Scientific Literacy is fostered through dialogical engagement.