O ensino de ciências e a percepção docente sobre o letramento científico nos anos iniciais do ensino fundamental no município de Jacaraú/PB

Abstract

Science education and scientific literacy enable students to become protagonists in their learning process, instructing them to make decisions, take initiative, and prepare themselves to discern the challenges that arise from classroom experiences and, most importantly, those that emerge throughout their lives. In this context, initial and continuing teacher education is an important element in building an understanding of the perspectives and meaningsthat the process ofscientific literacy can trigger. Thus, the main objective of this monographic research was to investigate the perceptions of scientific literacy among teachers of the early years of elementary education in schools of the municipal education system of Jacaraú-PB. The research was conducted with teachers of the early years of elementary education who participated in the Integra Educação Paraíba Program's training and those who did not participate in that training, conducted in the municipality of Jacaraú-PB, to detect their perceptions of scientific literacy asindividuals shaping the education of children. The analyses were carried out based on theorists such as Lorenzetti and Delizoicov (2001), Sasseron and Carvalho (2008), Cachapuz et al. (2013), Gatti (2009), Imbernón (2009), Viecheneski and Carletto (2013), among others. Thus, qualitative research was conducted, collecting data through questionnaires answered by eight teachers in the early years of elementary education. Through the data collection, reflections were made on scientific literacy, so that this understanding becomes meaningful in the teaching and learning process of students. The main result obtained was that the teachers demonstrated a basic understanding of what scientific literacy is, but they faced difficulties in implementing it in the classroom due to various reasons, including the lack of appropriate materials in educational institutions, mixedgrade classes, and workload. In summary, the teachers understand that scientific literacy in the classroom is of paramount importance, and ongoing professional development can be an ally in understanding this process.