Os níveis do letramento científico em propostas pedagógicas apresentadas por professores da educação básica.

Abstract

This study aimed to analyze the pedagogical proposals made by groups of teachers participating in a training course on Scientific Literacy, verifying whether and which levels of Scientific Literacy are found or developed in these proposals. This is a qualitative, exploratory study, which analyzed 10 pedagogical proposals, organized by 33 basic education teachers. For the treatment of pedagogical proposals, the following levels were used: Nominal Literacy (LN); Functional Literacy (LF); Conceptual Literacy (CL); and Multidimensional Literacy (LM). Content analysis was carried out using the Atlas.TI software for a better description of the results. The presence of the four levels of Scientific Literacy was verified. However, considering the pedagogical proposals applied in the classroom, the predominance of the first three levels of Scientific Literacy (Nominal, Functional and Conceptual) was observed. On the other hand, the most complete level, Multidimensional Literacy, was only found in a proposal that was only expected to be applied in the classroom. Changes are needed in the social and school perspective together with the promotion of practices in the classroom that make possible the development of Scientific Literacy in basic education.