Scientific Literacy in the Early Years: What does the Academic Community signal?

Abstract

The field of science teaching presents itself as a space/time conducive to developing autonomy, critical reflection on scientific events, as well as guiding subjects in making informed decisions. To this end, it is necessary for teaching to go beyond the traditional dimension, embracing the assumptions of Scientific Literacy (CA), among others. From this perspective, this study presents results from a literature review carried out with the Digital Library of Theses and Dissertations (BDTD), CAPES/MEC Journal Portal, Directory of Open Access Journals (DOAJ), SCOPUS and SCIELO.ORG. about Scientific Literacy in the context of the Early Years of Elementary School. The objective was to understand how the phenomenon of Scientific Literacy appears from the beginning of schooling. The methodology for analyzing the information was through Discursive Textual Analysis (ATD) by Moraes and Galiazzi (2011), which made it possible to highlight three categories in which they outlined the investigative path of the researched academic community. They are: Scientific literacy for citizenship training from the earliest years; Scientific and technological literacy in the curricular dimension and Scientific Literacy in teacher training and their knowledge. Based on what was shown, there is a need to invest in research that covers this topic, so that curricula and the field of teacher training enhance discussions about a Contemporary Science committed to life from the beginning of schooling.