Um estudo bibliográfico de práticas pedagógicas no ensino de química na perspectiva da alfabetização científica

Abstract

Approaches to Chemistry content with pedagogical intention can awaken the student's interest in scientific knowledge. Intentionality in pedagogical practices for scientific literacy helps in the discussion of reality problems and in this sense, this work aims to analyze the approaches to scientific literacy in the pedagogical practices of Chemistry teachers in high school in scientific productions. When choosing to develop this study, the option was made for a bibliographical search, on the Capes Periodicals Portal to produce data within a time frame from 2019 to 2023. Using some inclusion and exclusion criteria, 6 scientific productions were found that point to the presence of elements that demonstrate a pedagogical practice with the perspective of scientific literacy, highlighting a perspective of science's responsibility to form critical students of their reality, for the possibility of a social extension. We can see that Chemistry teachers, when using pedagogical practices with scientific literacy, enhance the development of critical sense, through planning that takes into account the raising of hypotheses, the construction of arguments, based on scientific knowledge, starting from then to a condition of participation and learning during the class.