The Scientific Literacy as Practice in the Formative Itinerary of a Scholarship Holder of a Teaching Initiation Program

• Autor(a) principal: Oliveira-Junior, Nestor Barbosa de
• Data de Publicação: 2021
• Outros Autores: Lopes, David Santana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/5064

Abstract: Guided by the principles of Scientific Literacy, the present study will narrate the training links of a teacher in training, participating in the Institutional Program for Teaching Initiation Scholarships (PIBID), from didactic interventions developed in a public school in the city of Salvador (Bahia) between July 2018 and August 2019. These experiences will guide the writing of this study, presenting as a method of analysis the principles of the Autobiographical Narratives obtained in each didactic intervention performed, in addition to the achievements and obstacles that emerged during this debutant trajectory as a teacher -researcher. The essential steps that make up the method follow: a) description of the context about the formative itinerary; b) carrying out a learning balance; c) definition of the narrative; d) interpretation of the experiences and; e) meaning complements. The narratives discuss the challenges and reflections when incorporating perspectives for a Sciences Teaching that is opposed to mechanical and transmissive models in their teaching practice. The theoretical assumptions of Scientific Literacy enabled the ex-scholarship holder, during his formative itinerary, an expanded view of the social function of scientific activity. Such experiences can contribute to discussions about the profile of teachers that are intended to be built in the Undergraduate courses and in the Initial Training programs. Keywords: Scientific Literacy. PIBID. Formative itineraries.