Alfabetização Científica na formação continuada de professores: uma revisão bibliográfica

Abstract

In this research, publications on Scientific Literacy in continuing teacher training in the last 5 years were analyzed based on the CAPES portal database. The research was bibliographic in nature, qualitative in nature, and exploratory in nature. As descriptors we chose the term “Scientific Literacy” combined with “continuing teacher training”. To process the data, content analysis was used, which consists of breaking down texts into units of meaning. From data analysis, the following challenges of Scientific Literacy in continuing education courses were verified: a. challenge of teachers' commitment to the principles of Scientific Literacy; b. challenge of articulating with the Education Departments; and the challenge of proposing more consistent and specific ongoing training on Scientific Literacy. As possibilities for Scientific Literacy in continuing education courses, the following were observed: a. possibility for teachers to reflect on their practices in relation to the proposal of scientific literacy; b. possibility of continued training with a bias towards more civic-minded practices and focusing on the development of fundamental skills for students' autonomy and criticality. The results produced in this study contribute to the continued training of teachers aligned with the promotion of Scientific Literacy and meeting the demands of contemporary society in the area of Natural Sciences Teaching.