Analfabetismo funcional e suas implicações no ensino de ciências do ensino fundamental II: uma revisão de literatura

Abstract

Science education plays a fundamental role in the critical development of middle school students, contributing to the understanding of natural, social, and technological phenomena present in everyday life. However, this learning process can be compromised by functional illiteracy, characterized by difficulties in reading, writing, and interpreting information. From this perspective, this work aims to analyze the main implications of functional illiteracy in science education, considering its effects on the teaching, development, and learning process of students. The research presents a qualitative approach, based on a theoretical literature review, with the analysis of articles, dissertations, and theses published between 2005 and 2025. The results reveal that functional illiteracy represents an obstacle to learning scientific content, hindering the understanding of concepts, the interpretation of texts, and the development of critical thinking. In conclusion, the importance of adopting pedagogical strategies, such as active methodologies that encourage the active participation of students, is highlighted, as well as investment in the use of technological resources and continuing teacher training, aiming to overcome functional illiteracy and promote a more accessible and meaningful science education.