Tecendo saberes: concepções e práticas docentes sobre a alfabetização científica em uma escola no sul do Amazonas

Abstract

Scientific Literacy is a crucial element for the development of critical thinking and informed social participation, especially in the Early Years of Primary Education. However, in the Amazonian context, structural and training challenges directly impact the teaching of Natural Sciences. In light of this, this research aims to analyze the conceptions and challenges faced by teachers in this field from the perspective of scientific literacy in the Early Years of Primary Education. In order to do so, this is a qualitative study with an exploratory and descriptive approach, employing semi-structured interviews and the observation of pedagogical practices as data collection instruments. In the analytical phase, Bardin’s Content Analysis was used, allowing for the identification of teachers’ conceptions of Scientific Literacy as well as the institutional, curricular, and training factors that influence its implementation. The findings highlight the need for educational policies that strengthen teachers’ continuous professional development and provide them with better conditions to implement scientific literacy effectively, taking into account regional specificities and the potentialities of the Amazonian context.