Banca de QUALIFICAÇÃO: AMANDA GLYCIA SILVA MOREIRA DA COSTA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : AMANDA GLYCIA SILVA MOREIRA DA COSTA
DATE: 04/06/2024
TIME: 09:30
LOCAL: Meet
TITLE:

GUIDANCE BASIS FOR CRITICAL READING OF NEWS WITH SCIENTIFIC DISINFORMATION IN THE CONTEXT OF BASIC EDUCATION

KEY WORDS:

Scientific Misinformation; P. Ya. Galperin; Critical Reading; Science teaching

PAGES: 91
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

In a connected world, where a high quantity of information is received daily, it becomes necessary to discern truthful from false content. When it comes to science education, it wouldn't be any different; we often also encounter the phenomenon of misinformation, making it necessary to develop strategies that enable critical reading, shaping critical and reflective citizens to engage in society. With this in mind, we have developed a guiding didactic sequence for the critical reading of news with scientific misinformation, aiming to analyze the process of elaborating criteria for the critical reading of texts with scientific misinformation in high school students. The methodological proposal was based on the development of five stages supported by the theory of P. Ya. Galperin, and it lasted approximately four sessions, totaling 10 class hours each (CAAE 67960422.3.0000.5537). The participants were students enrolled in the 2nd year of the technical course in Food at IFRN campus Currais Novos, located in the interior of Rio Grande do Norte. Regarding data collection, it was carried out through audio recordings and written records of the students during the development of the activities, and their analysis was based on the analytical tool proposed by Veneu, Ferraz, and Rezende (2015), based on the dialogical analysis of discourse that relies on Bakhtin's studies on language. As for the partial results, we consider that a guiding framework supported by elements of scientific misinformation favors the development of skills for critical reading, based on all the progress expressed by the students throughout the applied stages, especially in the mental stage, when they were required to apply the knowledge learned to new problem situations, they did so appropriately, demonstrating control and regulation in concluding the cognitive cycle of the proposed skill formation.

COMMITTEE MEMBERS:
Externa à Instituição - ROCHELE DE QUADROS LOGUERCIO - UFRGS
Externa à Instituição - ANDREA FERNANDA REVEL CHION - UBA
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA