O letramento científico na BNCC : possíveis contribuições para a formação continuada de professores de ciências dos anos finais do ensino fundamental

Abstract

The social dynamics are related to the advancement of Science and Technology, so there is a need to democratize access to scientific and technological knowledge beyond the preparation of young people for the world of work. Under this view, the Scientific Literacy under the aegis of BNCC, is a relevant discussion, bringing the need for Continuing Education of Teachers to develop activities that corroborate with integral training of the student, overcoming the memorization of contents worked in many times in a decontextualized way. This research aimed to investigate the limits and possibilities of a continuing education in the perspective of Scientific Literacy in the light of the BNCC for science teachers of the final years of elementary school. Therefore, we chose to use a qualitative approach, in order to obtain a broader view regarding the research object. We carried out the analysis of the official BNCC document in its final version approved and published in 2018. The data were analyzed in the light of the pertinent theoretical framework and from some elements of Bardin's (2016) Content Analysis. In possession of the categories that emerged, we structured and planned and carried out the processes of continuing education with Science teachers in order to identify the possible contributions and limitations of the formative process in the perspective of scientific literacy in the light of the BNCC. After the formative processes, narrative interviews were conducted with three Science teachers from the São Lourenço da Mata municipal education network who participated in the formative processes. The narrative interviews were categorized from the technique of Dialogical Thematic Analysis with some elements of Silvia and Borges (2018) and culminated in the construction of maps of meanings with the themes and subthemes of each of the interviewees. After analyzing these maps, we constructed a semiotic map that illustrates the presence of themes common to the three interviewees. Thus, in this work, we consider Scientific Literacy as a process of approximation of the student to the scientific culture. This process aims at a broader educational formation, focused on the development of criticality and the full exercise of citizenship. The Scientific Literacy characterized in the base, points to the possibility of interaction of the individual with scientific and technological elements of social life that collaborate with the decision-making for social well-being. In this context, it is necessary to reflect on the expansion of the repertoire of teachers of natural sciences in order to prepare them for a pedagogical practice based on the development of competencies pertinent to the area. Thus, it is evident the importance of developing continuing education workshops for teachers who can collaborate with the Scientific Literacy prescribed in the Base. Based on what had been built, it is suggested that future studies follow paths that help strengthen the discussions around the implementation of BNCC, the Continuing Education of Science Teachers and Scientific Literacy, so that the necessary conditions for science teaching can be promoted.