Letramento científico no ensino fundamental: concepções e ações docentes.

Abstract

In this article, we present reflections about teaching performance in the Early Years of Elementary School, regarding the construction of a reading practice and knowledge understanding from the scientific field, which can be called scientific literacy. For this, we considered, as a basis, results of a research that intended to verify which conceptions of scientific literacy and what didactic actions were demonstrated by teachers of this level of education, when referring to this phenomenon. The data, presented in this work, were generated by the application of a questionnaire to teachers of the Early Years of Elementary School from public schools in the state of Paraíba, and with the recording of classes, in 2020. The analysis is supported by the socio anthropology perspective for understanding scientific literacy (STREET, 2014; BRONCKART, 2008), as well as the implications for its didactic treatment as an object of teaching or education (MOTTA-ROTH, 2012; KLEIMAN, 2006; SILVA, 2016; BORTONI-RICARDO, 2018; MAGALHÃES E CRISTOVÃO, 2018). The results reveal the predominance of two conceptions of scientific literacy, namely, as acquisition/mastery of information/scientific concepts and as practices of scientificity, in addition to evidence of a posture or profile that would be in a movement to build a scientific literacy agent.