UNIDADE DE ENSINO POTENCIALMENTE SIGNIFICATIVA INTEGRADA A UMA SITUAÇÃO DE ESTUDO: AVALIANDO O CONHECIMENTO CIENTÍFICO DE ESTUDANTES DA EDUCAÇÃO BÁSICA A PARTIR DE UMA TECNOLOGIA SOCIAL.

This research aimed to evaluate the development of students' school scientific knowledge through an interdisciplinary activity based on a "Potentially Meaningful Teaching Unit" (PMTU) integrated into a "Study Situation". To this end, the research sought to validate the integration of the SE curricular perspective and the PSTU teaching sequence, which was named "Potentially Meaningful Study Situation" (PMSS). To achieve the proposed objective, together with 32 students from the 7th year of a public school, a didactic and theoretical-curricular proposal was developed, based on a PMSS, on the development of a prototype of a Social Technology - the Low-Cost Solar Heater. The data refer to the participants' arguments and arguments during classes and the responses to a questionnaire administered at the end of the activity, which were transcribed and analyzed by Discursive Textual Analysis, based on three pre-established categories that characterize a PMSS: 1. Problematization and survey of prior knowledge; 2. Expansion of knowledge linked to disciplinary concepts; 3. Systematization of knowledge and assessment of learning. The results indicate that PMSS has the potential to contribute to a more meaningful Science education, enabling students to face scientific, technological, social, and environmental challenges with confidence and creativity, in addition to strengthening their scientific and technological literacy and the ability to solve real-world problems. [ABSTRACT FROM AUTHOR]