Alfabetização Científica e Tecnológica Escolar Como Transformação Social: Uma Análise a Partir de Uma Situação de Estudo Apoiada por Tecnologia Social

This study aims to analyze how late elementary school students mobilize the dimensions of Scientific and Technological Literacy (STL) in school, focusing on the structure and quality of arguments developed and presented during the exposition of Didactic Social Technology (DST) to the local community. The research adopts a qualitative and exploratory descriptive approach involving eight 8th-grade students from a municipal school located in a rural community in the municipality of Diamantina (MG), in Vale do Jequitinhonha. Data collection included audio recordings of the students' speeches during the development of a Study Situation (SS). The dimensions of STL (practical, cultural, civic, and social transformation), the Taxonomic Elements of Scientific Argumentation (TESA), and the Hierarchical Levels of Modified Argument Quality were used to analyze the data. The results showed significant progress in the structure and quality of the student's arguments, highlighting a more profound understanding (practical STL) and stronger social connections (civic STL and social transformation) between scientific and technological content and its exploitation in the local community.