THE DIDACTIC-SCIENTIFIC LITERACY OF SCIENCE TEACHERS AND THE SOCIOPOLITICAL CONTEXT: PRINCIPLES, PERCEPTIONS AND EPISTEMOLOGY

Abstract

The Brazilian political scenario in recent years, especially from 2019-2022, has demanded from the teaching class and the academic community the commitment to teach curricular content and promote the politicization of students. Therefore, the training of the Elementary School teacher - Early Years who teaches Science needs to be (re)structured so that the political-pedagogical training is inserted in the training actions, considering that the banking training model neglected such skills. In this context, this qualitative study aims to present and discuss the principles, perceptions and epistemology that underlie the concept of Didactic-Scientific Literacy from the perception of teachers of a specialization course when analyzing the pedagogical practice represented in a comic book. The data were treated by Freirean Discourse Analysis. It is verified that the model of dialectical formation, anchored in the investigative approach and in the collaborative work in training groups, presents indications that it is possible the Didactic-Scientific Literacy of the teacher as a propitious mechanism for the teacher to improve his reflective knowledge. Thus, based on the critical self-reflection of its planning when structuring investigative pedagogical practices in Science classes, in addition to social practices as a basis for the promotion of the student's Scientific Literacy.