Scientific Literacy Process in the Context of Technical High School
Scientific Literacy, Technical Education, Interactive Methodology
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Abstract
Scientific Literacy is a great ally in student education, as it enables the appropriation of scientific knowledge through teaching that privileges discussions on how science and technology evolve and contribute to a better quality of life for human beings. A scientifically literate individual is aware of the advantages and also the risks that scientific and technological development presents to the planet, and this influences their decision-making process; Therefore, Scientific Literacy must be present at all levels of education, including technical training. In order to understand the nuances of Scientific Literacy that can be systematized in technical education, the interactive methodology combined with hermeneutics and dialectics can be useful to understand this scenario considering its potential in qualitative research. Based on these aspects, the objective of this thesis work will be to analyze how Scientific Literacy has been worked on in Technical High School, and for this we will use the Interactive Methodology proposed by Oliveira (2001), which has been widely used in academic research, and allows the understanding the reality associated with a specific context. The data will be collected and organized according to this methodology, which has as theoretical contributions complexity, dialogicity, philosophical hermeneutics and the systemic vision; the analysis will follow what the same author suggests based on the Interactive Dialectical Hermeneutic Analysis (IDHA)(Oliveira, 2020).