Name: Leandro da Silva Barcellos
Type: MSc dissertation
Publication date: 18/12/2017

Namesort descending Role
Geide Rosa Coelho Advisor *

Examining board:

Namesort descending Role
Geide Rosa Coelho Advisor *
Mirian do Amaral Jonis Silva Internal Examiner *

Summary: This paper presents a proposal for the teaching of science in the initial years of
elementary school on the subject of ultraviolet radiation interaction-human body.
For that, a Sequence of Investigative Teaching was structured, developed with
students of the fifth year of elementary school in a public school of Espírito
Santo. The chosen theme has an interdisciplinary and socioscientific feature,
being in agreement with the assumptions of the Science, Technology and
Society (STS) view. Vygotsky's sociocultural theory grounded an approach and
as analytical tools. The interdisciplinary nature of the theme ultraviolet radiationhuman body interaction motivated us to establish a relationship between the
first author of the research (licensed in physics), a teacher regent of the class
(pedagogue) and a graduate in biological sciences who was studying his
supervised internship in Federal University of Espírito Santo, for collaborative
research. During product classes through videotapes and reports elaborated by
the students, with the purpose of constructing evidence that allows us to
analyze how the educational intervention contributed to the understanding of
students on the subject radiation-human body interaction. The data analyzed
suggest that investigative activities can potentiate concept construction and
development of attitudes and procedures, so that students are able to construct
structured models for a skin cancer formation due to prolonged exposure to the
Sun, covering the scientific aspect of the theme. The social dimension was
contemplated based on the students' positioning on a prevention of skin cancer,
linked to safe exposure and the adoption of protective measures. Collaborative
work between professionals with different backgrounds has potentiated an
exchange of experiences, knowledge as initial and continuing training, and has
proved to be a methodological option for an approach to interdisciplinary
content, which works in this perspective can help students to position
themselves to socioscientific issues.

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