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This text is part of a research and aims to analyze the works published in all editions of the National Meeting of Research in Science Education (ENPEC), seeking the relationship between reading and teaching of science for the early years of elementary school (EF). It assumes that the early years of EF make up a very important stage of basic education, and as such at this stage literacy practices should be opportunized and preserved. From this principle, the idea of literacy from the perspective of literacy is expanded to all areas of knowledge, not only in the mother tongue, and the importance of scientific literacy is defended in this context. Reading is seen as a social practice and its comprehension can be built with the elaboration of the Scientific Literacy process. It is a qualitative research, of the bibliographic type. The data were obtained in consultation with the annals of all editions of ENPEC. After survey, the articles were read, cataloged and analyzed. The descriptors used for consultation were reading, reader, readers, scientific literacy, reading comprehension and reader training. Comprising a total of 8,535 papers published in the 11 editions of ENPEC, 63 discussed reading and science teaching. Of these, 5 focused on the early years and were analyzed in this article. Two other works were incorporated after the analysis, since even in the early years they discussed reading and scientific literacy, totaling 7 analyzed works. It is noteworthy the low number of papers published with the theme reading and science teaching in all editions of the event and, among those analyzed, little correspondence in the relations between reading and teaching science advocated.

Leitura e ensino de ciências nos anos iniciais: análise das pesquisas do ENPEC (1997-2017)