Alfabetização científica nos anos iniciais sob a perspectiva da temática meio ambiente: avaliação da produção científica e diagnóstico da realidade

Abstract

The area of Natural Sciences has its own competences, such characteristics allow students to develop as critical and environmentally responsible citizens, based on the learning of scientific knowledge. For this reason, the main objective of this dissertation was to analyze the Scientific Literacy process, in the early years of Elementary School, from the Environment theme, through scientific productions and the teachers' conception. The methodology of this research is characterized as qualitative, bibliographical, exploratory and descriptive, and the results are presented in the form of two manuscripts. Initially, in the first manuscript, a systematic literature review was built to know the scientific production on how Scientific Literacy (CA) is portrayed in the early years, seeking to verify the possibilities of articulation between CA and the environment theme. After that, the second study was carried out, trying to understand the conception of teachers in the early years about the teaching of Science and how the relationship between Scientific Literacy and the Environment theme is addressed in their pedagogical practice, through a semi-structured questionnaire. Data analysis was instrumentalized from the technique related to Content Analysis (BARDIN, 2016). It was found in the first manuscript thatthere is still a lack of studies focused on the CA process in the early years. In research focusing on teachers, the conceptions they have of CA were addressed, whereas research on practical interventions aimed at promoting CA was focused on students. As for the teachers, they define the teaching of Science focused on environmental issues, demonstrate difficulty in conceptually and methodologically understanding the term Scientific Literacy, use the use of textbooks as a resource and associate the AC-Environment relationship focused on appropriation of scientific concepts or environmental awareness. It is important to emphasize the need to provide continuing education, which is not of a transitory nature, with a view to enabling teachers to teach Science safely, guaranteeing Brazilian students access to contextualized and problematizing education.