Awakening of scientific communication in High School integrated with Professional Education
DOI:
https://doi.org/10.33448/rsd-v10i16.22968Keywords:
Scientific communication; Vocational education; Integrated high school.Abstract
Scientific communication coupled with knowledge is of paramount importance for the development of contemporary society and consequently a liberating act from the moment it is managed as a determining strategic value and a good that must be shared. This study aimed to investigate how students in the first year of high school integrated with Vocational and Technological Education (EFA) through scientific communication tools tend to behave in terms of mastery and appropriation of these tools where a workshop was held with the intention to develop basic skills on various ways of accessing scientific communication through databases, formalize this knowledge by completing / updating the Lattes curriculum and knowing how the research project is structured through ABNT NBR 15287: 2011. Data collection was carried out by analyzing Bardin's content and applying a questionnaire so that we could observe the evolution and progress of activities during the workshop. Among the workshop's proposals, it was found that the themes addressed to this specific audience were considered to be unprecedented since the vast majority had little or no knowledge of the subjects, with the workshop being the first contact with the themes of scientific communication. Through data collection we were able to understand that when scientific communication is encouraged even in adolescence, these young people have the power to understand, interpret and create a critical sense through reliable sources generating from this tripod (understand, interpret and criticize) others possible themes building and contributing to a more appropriate and qualified knowledge for society.
References
Baldino, R. R. (2021). 13 Pesquisa-Ação Para Formação De Professores: Leitura Sintomal De Relatórios. Pesquisa em educação matemática: concepções e perspectivas.
Barbier, R. A. (2007). Pesquisa-ação. Liber.
Barbosa, E. C. B. F., & Moreira, H. B. C. (2020). A relevância da Biblioteca Multinível diante da efetivação dos direitos educacionais dos usuários com deficiência visual e motora. Research, Society and Development, 9(1), e19911529-e19911529.
Bardin, L. (2011). Análise de conteúdo. Almedina.
Cunha, M. B. D. (1997). Biblioteca digital: bibliografia internacional anotada. Ciência da Informação, 26.
Demo, P. (2003). Educar pela pesquisa. (7a ed.) Autores Associados.
Francisco, A. C., & Fernandes-Sobrinho, M. (2020). Biblioteca e Educação Profissional e Tecnológica: lacunas e potencialidades frente a aspectos formativos críticos. Research, Society and Development, 9(9), e392996999-e392996999.
Holanda, R. (2000). Escola, leitura e produção de textos. Artes Médicas.
Júnior, J. A. L., Fernandes, A. J., & Formiga, N. S. (2021). Escala sobre atitudes da aprendizagem colaborativa associada às tecnologias da informação e comunicação: Validade e diferenças nas IES públicas e privadas na cidade de Natal-RN. Research, Society and Development, 10(3), e51710313710-e51710313710.
Magalhães, S. R., Rodrigues, L. M., & Pereira, C. A. (2021). Metodologias Ativas Que Empregam Tecnologias Digitais De Informação E Comunicação (Tdic) No Ensino Médio Integrado. Revista Prática Docente, 6(3), e083-e083.
Morigi, V. J., & Pavan, C. (2004). Tecnologias de informação e comunicação: novas sociabilidades nas bibliotecas universitárias. Ciência da Informação, 33, 117-125.
Ninsembaum, H. (2001). Gestão do conhecimento. In: Boog, G. (2001) Manual de treinamento e desenvolvimento: um guia de operações. Makron Books.
Olinto, G. (2010). Bibliotecas públicas e uso das tecnologias de informação e comunicação para o desenvolvimento social.
Ribeiro, L. V. M., & Chahini, T. H. C. (2021). Tecnologias digitais de informação e comunicação em biblioteca universitária. Brazilian Journal of Development, 7(4), 39331-39346.
Saraiva, C. M., & dos Anjos, Á. M. G. (2020). A Pesquisa-Ação no ensino superior: um caminho de (trans) formação individual e social. Administração: Ensino e Pesquisa, 21(3), 282-315.
Silva, A. H. & Fossá. M. I. T. (2015). Análise de conteúdo: exemplo de aplicação da técnica para análise de dados qualitativos. Qualitas Revista Eletrônica. 16(2), 01–14.
Thiollent, M. (2007). Metodologia da pesquisa-ação. (15a ed.) Cortez.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Thiago de Lima Silva; Diogo Pereira Bezerra
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
