Divulgação científica em atividades extracurriculares: uma proposta didática envolvendo a argumentação e a temática plásticos nos anos iniciais do ensino fundamental

Abstract

This research aims to analyze the possibilities of building and expanding the argumentative capacity of 5th-grade students at a public school in the Fortaleza Municipal School System, through the application of activities with popular science (DC) texts related to the theme of plastics. The specific objectives were: i. To develop and implement activities based on a teaching sequence on the theme of "plastics," based on popular science texts from Brazilian DC journals; ii. To identify, in the texts produced by the students, the elements that comprise an argumentative textual production; iii. To develop an educational product, of a formative nature, based on the evidence of the study carried out. To support this research, we used authors such as Faiad (2021), Ferreira and Queiroz (2012), and Massarani and Dias (2018) in the discussions on popular science in teaching processes. Regarding the argumentation, we used the works of Ibrahin and Justi (2021), Porto and Queiroz (2021), Sá (2006), and Silva and Queiroz (2021), which address the concepts of didactic sequence, in addition to the research of Dolz, Noverraz, and Schneuwly (2004). To structure and analyze the argument, we used Toulmin (2022). Methodologically, the research has a qualitative approach and, regarding procedures, it is exploratory and descriptive, going through the following steps: 1. Planning and elaboration of the didactic sequence using popular science texts, focusing on the theme of plastics, published in the magazine Ciência Hoje das Crianças (August-September/2025); 2. Experience of the activities in five consecutive classes, after school hours with the students, over the course of a week (October/2024). The analysis was based on the knowledge presented in the argumentative texts produced by the students, concerning the prior knowledge raised at the beginning of each research activity with the didactic sequence. The results show that: i. Students were able to produce argumentative texts, containing the expected elements in the organization of the genre, although with limited mastery of the structure and elements that compose it; ii. Scientific dissemination, when worked on contextually, brings students closer to scientific content and promotes a more meaningful understanding of contemporary socio-environmental issues