Scientific literacy and literacy in physics teaching for technological inclusion

• Autor(a) principal: Siqueira, Kleber Saldanha
• Data de Publicação: 2023
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Processando o Saber (Online)
• Texto Completo: https://fatecpg.edu.br/revista/index.php/ps/article/view/299
• topic: Sociedade; Ensino; Tecnologia; Digitalização; Society; Teaching; Technology; Sciences; Digitization

Several researches related to Science Teaching seek to investigate the role of Science Education in the formation of subjects able to understand and use, in a satisfactory way, the main digital technologies of information and communication, today essential in the informational society. Faced with this reality, the inclusion of these subjects in the digital world reflects important educational prerogatives encompassed by the BNCC with regard to digital instrumentalization in the construction of knowledge. Thus, considering the importance of scientific literacy and literacy in the process of substantive appropriation ofPhysics in the technological society, this article aims to reflect on this phenomenon as a basic element in the understanding of high school students about the technologies used in the sectors of communication and information, given the impact of these sectors on everyday life. For this, a bibliographic study of a narrative nature was carried out, through the main open access academic repositories, specialized journals, banks of theses and dissertations, bringing together works published in the last two decades, allowing to analyze the impact of these information and communication technologies on literacy and scientific literacy highlighting its evolution over the analyzed period. It is perceived that there is a strong relationship between these elements and the rational use of these technologies and that the appropriation of these means strongly depends on the scientific mastery demonstrated by the student.