A alfabetização científica no ensino e na aprendizagem de ciências da natureza: implicações e (in)efetividades nos anos finais do ensino fundamental

Abstract

Literacy in Scientific Literacy perspective, within the context of science education, are axes that guide this work, whose relations advertising possibilities and weaknesses of acquiring scientific knowledge capable of articulating the social practice of students and teachers in the school setting. For both, it was aimed to investigate the pedagogical practices in science education from the perspective of Natural Scientific Literacy in two schools in Cruz das Almas - Bahia and its implications in the training of students of final years of elementary school. The research was based, the theoretical point of view, the contributions of Sasseron (2012), Santos (2007), Carvalho and Roberto (2012), Rose and Martins (2012), despite the central themes on which we discus along from the study. From the methodological point of view, the research is grounded in the case study, using semi-open questionnaire, applied to the students of 6th and 9th year of the Final Years and their teachers, in order to collect data. It is concluded that the practices from the perspective of Scientific Literacy and Scientific Literacy evidenced by the characterization of the indicator elements are fragile, because even when they are worked out, are not made consciously, with the Literacy and Scientific Literacy objective. Therefore, the results point to the need to discuss the concepts of literacy and scientific literacy in schools, as well as pedagogical practices to be geared toward teaching students to think, organize ideas, build coherent reasoning on the issues highlighted, and mainly relate reflections to your everyday life.