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This study aims to verify the presence of scientific literacy indicators in the written and graphic discourses in a sample of basic education students. Through the implementation of a didactic sequence in natural sciences field, the discussion generator theme was the use of light in everyday life. The methodology applied was based on the qualitative research approach, taking as a basis the answers obtained by seventeen students. The didactic sequence implemented was composed of stages divided into (1) application of inquiry questionnaires to find previous ideas; (2) development of a didactic sequence on the topic; (3) follow-up of students' learning based on written records and graphs. We applied the survey in a school in the Codo city, in Maranhao - Brazil, with children between ten and eleven years old. The data were studied through a content analysis applied to the written records and the drawings made by the children involved in this research. The results show that students construct their networks of meanings based on simplistic information from sciences mainly on the association of concepts inherent to their daily experiences (common sense). However, the importance of the assessment of student's previous ideas in the teaching and learning process, used in the science classes for the development and the appropriation of the scientific argumentation is highlighted.

Luz e cotidiano: ideias prévias de alunos do ensino fundamental sob a perspectiva da alfabetização científica