Scientific Literacy and Pedagogy teacher training: a possible dialogue

• Autor(a) principal: Silva Junior, Luiz Alberto
• Data de Publicação: 2021
• Outros Autores: Afonso, Andréia Francisco, Cabral, Wallace Alves
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/14497
• topic: Educação; Letramento Científico; Pedagogia; Ensino de ciências.; Scientific Literacy; Pedagogy; Science Teaching

This article aims to show the analysis of the productions of undergraduates in Pedagogy at the Federal University of Pernambuco, from the lens of Scientific Literacy. We consider it important to approach this subject, since the scientifically literate subject is able to act minimally as a consumer and citizen, covering from the basic principles and phenomena of everyday life to the ability to make decisions. This may be one of the reasons why the Common National Curriculum Base guides teachers to develop it in Science classes. In this sense, to investigate the evidence of the scientific literacy of future teachers, who will work in Early Childhood Education and in the early years of elementary school, we outlined the context in which these productions have happened - a didactic sequence lasting four classes, each lasting of four hours, in the discipline of Science Teaching Fundamentals. This didactic sequence sought to resolve the doubts, anxieties and uncertainties about the future performance in the classroom, with regard to the teaching of Science content in Elementary School, which the undergraduate students indicated at the beginning of the discipline. The steps of the didactic sequence were: reading of articles on the nature of science, exhibition and subsequent discussion of the film “Oleo de Lorenzo” and production of posters – which were the objects of analysis of this article. The analysis was based on the theoretical references of Scientific Literacy and Bardin's Content Analysis, based on three categories: nature of science, scientific language and socio-scientific aspects, which are based on the assumptions of Scientific Literacy. In the face of the accomplished work, it was possible to find evidence of Scientific Literacy in the creations of the undergraduates, which can contribute to the training in Science that is so necessary for Early Childhood Education and Elementary Education, as reinforced by the Common National Curriculum Base. The first evidence indicated that the undergraduates were able to make correlations between the history of Science Education in Brazil and issues such as the neutrality of science. The second indicator pointed as evidence of Scientific Literacy, the use of scientific terms and their definitions and applications in the posters produced. In addition to memorizing words and expressions specific to science, the students were able to understand their meaning (field of Scientific Literacy) and associate them with a social practice (field of Scientific Literacy). Finally, we mention a third indication of Scientific Literacy when, at the end of the activity, the undergraduates demonstrated that they understood science as a human activity, thus building an important knowledge for their future pedagogical practice. In this scenario, we conclude that we need to train teachers for the early years of Elementary School who are able to realize that scientific knowledge, through Science Education, is built in a reflective and critical way. In this way, the student will be able to give meaning to this knowledge and will be able to mobilize it in situations that need a solution, or simply, to explain them, bringing them closer to Scientific Literacy.