ALFABETIZAÇÃO CIENTÍFICA EM CONTEXTO LOCAL: UMA PROPOSTA INVESTIGATIVA MEDIADA PELO GOOGLE LENS SOBRE A ARBORIZAÇÃO ESCOLAR NA CIDADE DAS ÁRVORES

Abstract

Scientific Literacy has been discussed as a relevant perspective for science education, particularly when it is connected to students’ everyday experiences and sociocultural contexts. In this regard, this article aims to analyze the potentialities of an investigative proposal mediated by Google Lens for the Scientific Literacy of fourth-grade elementary school students, considering the historical and environmental context of Araras, São Paulo, Brazil, a city recognized as the “City of Trees”. The research adopts a qualitative approach with a descriptive and interpretative character and was developed through the analysis of a pedagogical proposal carried out with 22 students. The activities involved observing and identifying trees in the school environment, researching information, using Google Lens to identify species, and producing records, drawings, and a herbarium using fallen leaves. The analysis was guided by the three structural axes of Scientific Literacy proposed by Sasseron and Carvalho (2011), considering aspects related to the understanding of scientific concepts and knowledge, the nature of Science, and the relationships among Science, Technology, Society, and Environment. The results indicate that the proposal has potential to bring students closer to investigative practices, mobilize scientific knowledge, and promote connections among technology, environmental education, and the local context. The use of technological resources such as Google Lens may also mediate processes of observation, research, and knowledge construction when accompanied by appropriate pedagogical mediation. It is concluded that the proposal presents elements that are consistent with practices oriented toward Scientific Literacy, valuing the school environment and the municipality’s environmental context as possibilities for Science education.