Compreensão de professores sobre letramento científico no ensino de Ciências e Biologia

Abstract

Scientific Literacy/scientific literacy is one of the most important topics for training our students for responsible social action. It involves more than understanding concepts, including the rules of science, its nature and history, interrelationship with society, and a host of other skills. It is considered a goal of contemporary education and one of the objectives of science teaching in the National Common Curricular Base (BNCC). Research has shown weaknesses in the understanding and practice of this theme among professors. Therefore, the general objective of this work was to investigate the understanding of Scientific Literacy defended by Science and Biology teachers of Elementary and High School in state and private public schools in the municipality of Areia-PB. The research is qualitative, exploratory-descriptive. Of 10 urban schools consulted, six were selected, four state public and two private. From them, a sample of 12 teachers with specific training in the area was extracted. A questionnaire with 11 questions, seven open and four closed, was applied to the professors. The answers were transcribed into word and the analysis was carried out using the Content Analysis technique (BARDIN, 1977, 2016; LASSWELL, 1985). From the questions, we established analysis categories and subcategories of the most recurrent expressions in the answers. The data were discussed in the light of literature in the area of literacy and scientific literacy and education documents (AULER and DELIZOICOV, 2001; BNCC, 2017; CHASSOT, 2003, 2018; CUNHA, 2019; FOUREZ, 2005; SHEN, 1975; SHAMOS, 1995; SANTOS and MORTIMER, 2001; SASSERON and CARVALHO, 2008, 2011; among others). Most professors indicated knowing the two terms, accessing it in different ways, with a greater contribution from continuing education, research, own initiative and dialogues with colleagues, and a smaller contribution from graduation and textbooks. The theme is viable at school and informal spaces, but it is not a constant practice and is viewed unsatisfactorily for structural and political-pedagogical reasons. The understanding of the term and form of work is varied; individually it does not encompass the various dimensions of literacy and scientific literacy and was closely linked to the scientific method, teaching by investigation, experimental and practical classes. Our concerns about how they understood the term and pedagogical practices were confirmed in part; we believe we have contributed to those professors who are not very familiar with the subject, as well as those who were familiar with it.