Calendário astronômico e o ensino de Ciências: uma abordagem para a alfabetização científica em Manaus

Abstract

Understanding the cycles of nature and the organization of time is a challenge in the teaching of Astronomy, especially regarding the subject of "calendar," which is often approached in a decontextualized way in Elementary School (Final Years). Therefore, this research investigates the challenges and potential of teaching the subject of "calendar" within the theme of Astronomy in Elementary School, based on the perceptions of teacher educators working in Physics and Natural Sciences degree programs, in light of the structuring axes of Scientific Literacy. The general objective is to analyze these teachers' perceptions of such challenges and potential in the context of Elementary School (Final Years), based on the axes proposed by Sasseron and Carvalho (2008), articulating scientific knowledge, the nature of science, and sociocultural dimensions. This is a qualitative research study, developed through bibliographic review, document analysis, and semi-structured interviews. The data were analyzed according to Discursive Textual Analysis (Moraes and Galiazzi, 2007). Based on the interviews, a didactic proposal for teaching Astronomy was developed, grounded in Scientific Literacy and contextualized within the Amazonian scenario, aimed at the final years of Elementary School. The results indicate that teachers recognize the calendar as an interdisciplinary resource with the potential to promote Scientific Literacy and bring the teaching of Astronomy closer to the students' reality. However, they point to challenges related to teacher training, the scarcity of contextualized teaching materials, and the disconnect between curriculum and pedagogical practice. It is concluded that teaching the calendar, when contextualized, contributes to more meaningful learning and the development of a critical understanding of science in dialogue with the Amazonian sociocultural reality.