Alfabetização científica em escolas públicas de Uruçuí-PI: desafios e possibilidades sob a perspectiva de docentes de ciências da natureza

Abstract

The present study aimed to analyze the perception of Natural Science teachers from public schools in Uruçuí (PI) about Scientific Literacy. Therefore, the research was characterized as basic with a qualitative approach and, in relation to the objectives, it had an exploratory character. The formalization of participation took place upon acceptance of a Free and Informed Consent Term. Data collection took place through an online form prepared by the Google Forms platform. During data analysis, the categorical qualifying content analysis technique was used. The results obtained in this work showed that teachers have a good understanding related to the concept of Scientific Literacy and the main factors identified as limiting when sharing scientific knowledge with students were the lack of professional training, the scarcity of funds passed on to schools and the lack of planning for the execution of global actions. It was also found that all participants believe that students experience difficulties with scientific vocabulary. Regarding the methodological strategies most used by the professors, the following were mentioned: practical classes, scientific articles and correlation between the theme worked on and the students' daily lives. It is concluded that the results obtained in this study point to the need to expand public educational policies regarding the promotion of an education based on the principles of Scientific Literacy. Therefore, it is necessary to understand that a multiplicity of aspects are necessary for the school to be an enabling environment for sociocultural transformation