Alfabetização científica nos anos iniciais: proposta de aperfeiçoamento docente com o uso crítico de tecnologias digitais

Abstract

Scientific Literacy ranges from the understanding of basic phenomena to decisionmaking in everyday situations, based on individual and collective interests, aiming at citizenship and the common good. Thus, Science Education, from the beginning of schooling, must be committed to forming critical students who participate in the reality that involves social, technological, and scientific implications. In this context, this study aimed to investigate how teachers in the early years understand Scientific Literacy, to propose practices that encourage the critical mobilization of teaching knowledge to promote this literacy. This research consists of a descriptive qualitative study, conducted with 4th and 5th grade women teachers from a municipal school network in Paraíba, Brazil. Field research was carried out in two stages: the first one consisted of proposing a questionnaire to the participants and the second included a Training Proposal, supported by the critical approach of the Technological, Pedagogical, and Content Knowledge (TPACK) model. A questionnaire and observation were used as data collection tools, and the data were processed using Bardin's Content Analysis (2016), in which categories and subcategories of analysis were established. This study defends the thesis that continuing education focused on Scientific Literacy, based on the critical mobilization of scientific, pedagogical, and technological knowledge, is essential to expand teaching skills and form critical citizens committed to the common good. The main results of the research indicated a visible expansion of the participants' understanding of Scientific Literacy and the Science, Technology, and Society focus, as well as a greater familiarity with practices that involve the technical, critical, and pedagogical use of digital technologies in science classes. The improvement of these practices can result in significant contributions to Science Education, especially when considering the implications of Science and Technology in contemporary society. The results also highlighted the importance of continuing teacher training for the improvement and mobilization of pedagogical, technological, and content knowledge. This research evidences important advances for the participating teachers, who were able to develop, rethink, and expand their scientific, pedagogical, and technological knowledge, as well as improve their concepts about Scientific Literacy and the use of digital technologies in a critical manner.