Ciência em tirinhas: explorando as ISTs na promoção da alfabetização científica por meio das histórias em quadrinhos

Abstract

This undergraduate thesis investigated how the production of comic strips, integrated into an investigative teaching sequence, can contribute to the promotion of scientific literacy among 8th-grade students at the José Miranda Braz Municipal School in Zé Doca, Maranhão state. The qualitative research was based on the principles of Inquiry-Based Learning (IB) and used the Scientific Literacy Indicators as analytical frameworks. The sequence was organized into stages involving problematization, investigation, systematization, and communication of knowledge about Sexually Transmitted Infections (STIs), themes chosen for their social and formative relevance and the need to demystify taboos among adolescents. Data collection included field notes and analysis of the comic strips created by the students on the Pixton platform. The results showed that the creation of the comics enhanced the understanding of scientific concepts, stimulated argumentation, favored the social contextualization of STIs, and enabled the creative expression of hypotheses and explanations. Attributes related to scientific, social, and interaction indicators were identified, demonstrating that students mobilized knowledge, built cause-and-effect relationships, and understood the social implications of science. Despite the progress achieved, the project implementation process presented some challenges. Among them, the limitation of the school's technological infrastructure stood out, as it did not have sufficient equipment to serve all participants, especially for the final activity. Due to this deficiency, it was necessary for the students to travel to the campus of the Universidade Estadual do Maranhão (UEMA) in Zé Doca, where it was possible to use the computer lab and ensure the execution of the planned activities. In addition, difficulties related to transportation to the university, the students' initial apprehension about addressing the topic, as well as absences, dropouts, and limitations in using the digital platform used throughout the project were also observed. It is concluded that the use of comics as a teaching resource, combined with Inquiry-Based Education, constitutes an effective tool to promote engagement, critical thinking, and scientific literacy, especially when articulated with contextualized and digitally mediated practices.