Alfabetização científica nos contextos das políticas curriculares

Abstract

This research was developed at an exploratory level, using a qualitative approach and the concepts of the phenomenological method, with the general objective of to analyze Scientific Literacy in the context of curricular policies - National Curricular Common Base for Elementary Education (BNCC-EF) and Gaucho Curriculum Reference for Elementary Education (RCG-EF). For this, a documental analysis of the curricular policies was carried out, using the Policy Cycle Approach (PCA), in order to analyze the construction of the BNCC-EF and RCG-EF regulations - context of influence; to identify the presence of AC in the texts of the Natural Sciences area of the BNCC-EF and the RCG-EF - context of the production of the policy text; and to verify whether elementary school science teachers apply Scientific Literacy in their practices - context of practice over policy. The research results indicate that the BNCCEF was built under neoliberal influences, which do not aim at the emancipation of critical subjects, and that the RCG-EF, even with its proposals of elevation to gaucho culture and specificities of Rio Grande do Sul, taking them to the students of the state, had the influence of the BNCC itself. As for the presence or absence of CA in the regulations, the term is not found, however, it is defended as Scientific Literacy in the BNCC-EF and not conceptualized in the RCG-EF. It was also found that, although the two policies bring in their texts intentions that refer to Scientific Literacy, the proposals are reductionist and do not infer clarity in the proposition of the theme. However, if teachers intentionally search, ways can be found to work it, especially in RCG-EF, which has increased abilities, therefore more possibilities. Regarding the pedagogical practices that teachers use to promote AC, it is possible to perceive that the teachers' conceptions and their reports of practices demonstrate some weaknesses, and that some are relatively distant from what AC presupposes regarding a properly critical and emancipating formation of students. In this way, the results point to a need for adequate training for higher courses, with the aim of to meet environmental, social and political issues, in addition to teachers reflecting on the importance of continuing education and be aware of their responsibility to initiate AC for and with students, within schools, since the Initial Years of Basic Education.