Resumo

RAMOS, William Michael; CARMINATTI, Bruna  e  BEDIN, Everton. The Dicumba methodology and the CTS approach: the search for scientific literacy in high school. Rev. enseñ. fís. [online]. 2021, vol.33, n.1, pp.121-130. ISSN 0326-7091.

This article reflects on the use of the Dicumba (Universal-Bilateral Cognitive Development of Learning) methodology as a tool for the development of scientific literacy in high school in the light of the CTS (Science-Technology-Society) assumptions. The Dicumba methodology, integrated with CTS relations, allows changing the Basic Education panorama, migrating from the traditional model of teaching to a current model, where the focus is on student-centered research, making it an active agent in the learning process. The research, framed in a qualitative study, was developed with 64 students. The data collected through 14 assertions adapted on the three-point Likert scale were analyzed in a deductive-inductive way, considering the theorists of the area. In the end, it can be evidenced that the methodology allowed the student to build knowledge from his own socio-cultural context, instigating the teacher to perceive himself in the role of advisor, problematizing the subjects chosen by the students in a scientific training bias.

Palavras-chave : Scientific Literacy; CTS approach; Dicumba Methodology.

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