Diferentes recursos pedagógicos no ensino do tema câncer de pele: contribuições para a promoção da alfabetização científica no ensino fundamental

Abstract

This study evaluated the contributions of the use of playful-interactive pedagogical resources (booklet and folder) covering the theme skin cancer (SC) for the promotion of the scientific literacy (SL) of 323 elementary school students of five schools belonging to the 8th Education Coordination of the State of RS. Participants’ ages ranged from 8 to 17 years. It is a qualitative research of the multiple case study type. A semi-structured questionnaire was applied to verify students’ knowledge about: the risks of excessive sun exposure, family history of skin cancer and sunburn, ways of protection and prevention of skin cancer. The questionnaire was applied before a workshop with the pedagogical resources was held and fifteen days after it. During the workshop, the dialogued exposition of the booklet and the folder was made, which stimulated the students to question and discuss the proposed theme. In addition to the questionnaire, the following data collection instruments were used: field diary, interview and text composition. It was also analyzed if the SC theme is presented and how the subject is approached in science textbooks indicated by PNLD 2019 and PNLD 2020. Data treatment was based on descriptive statistics and content analysis. Through the results found, it can be inferred that the use of pedagogical resources aroused the students’ interest and curiosity regarding the proposed theme. It also favored the understanding of scientific concepts about the causes, prevention of skin cancer and identification of a potentially malignant skin lesion. The notes from the field diary, the questionnaire applied fifteen days after the workshop, and the texts produced by the students showed the development of cognitive skills such as logical reasoning, reflection and critical sense regarding the factors that lead to the development of skin cancer. This can may interfere with healthier behaviors in the face of sun exposure. Also, students were able to disseminate this knowledge, being prepared to discuss and intervene in the society in which they live. Based on these results, it is believed that the pedagogical resources favored the promotion of students' SL, enabling them to practice autonomy and make critical and conscious decisions regarding the causes, means of prevention and the importance of early diagnosis of SC. Therefore, the first structural axis of SL was contemplated, which refers to the basic understanding of fundamental scientific terms, knowledge and concepts that lead the student to understand scientific concepts in order to mean them in their daily experiences. In the analyses the science textbooks, it was observed that the SC was approached as a possible consequence of excessive exposure to UV radiation in only one of the textbooks in the collections of the initial grades. In the collections of the final grades, all textbooks presented the theme, except those used in the 8th grade and one textbook from the 6th grade. In the other textbooks, the basic information for prevention of SC was incomplete. The aspects analyzed in this study can contribute to research related to the evaluation of science textbooks, aiming to reduce the gaps or obstacles to student learning and the teaching practice regarding to SC.