Scientific literacy:

the discourse from dissertations and thesis (2007-2016)

Authors

DOI:

https://doi.org/10.33871/22386084.2023.12.24.396-425

Keywords:

Letramento científico. Educação para ciência. Filosofia da Linguagem, Teoria Crítica.

Abstract

This article maps dissertations and theses in Science Education from 2007 to 2016 that use scientific literacy with the purpose of understanding the themes and meanings attributed to this expression in Brazil. The bibliographic research was the adopted methodology. The theoretical framework is based on Bakhtinian philosophy of language and critical theory of education. The thematic variety in the field of scientific literacy studies reveals that it is a fruitful field for studying issues that affect science teaching and learning. It confirms that scientific literacy is not the appropriate term, because literacy is linked to the ideology of instrumental literacy and proposes the use of science education to name reflections, methodologies, and practices that involve thinking and talking about science in the field of education.

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Author Biography

Mari Inez Tavares, UFES

He has a degree in Chemistry from Universidade Presbiteriana Mackenzie (2001), a master's degree in Science Teaching (Physical, Chemical and Biological Modalities) from Universidade de São Paulo (2009) and a doctorate in Education from Universidade Federal do Espírito Santo (2020). He is currently a 3rd degree professor at the Federal University of Espírito Santo. He has experience in Chemistry, with emphasis in Chemistry Teaching, working mainly on the following topics: teacher education, social representation, education for Science in elementary, high school and college.

 

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Published

2023-12-14

Issue

Vol. 12 No. 24 (2023): DOSSIÊ "PRÁTICAS DE LETRAMENTO EM CONTEXTO DE FORMAÇÃO DOCENTE: DESAFIOS E AVANÇOS"

Section

Artigos de fluxo contínuo