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The partial results of the research entitled Representations of scientific literacy, and reading and writing acquisition in a school community, carried out by a group of researchers from the Pedagogy Course of Univates University Center in Lajeado RS Brazil, are provided. Through questionnaires and focus group with four teachers, the authors investigated between June and November 2012, how the concept of scientific literacy pervaded the daily routine in a school. Michel Foucault´s theoretical contributions foregrounded the representations of scientific literacy, the discourses on the theme and how such representations produced both discursive and non-discursive practices in the school. The analysis of the material has enabled the authors to infer that, in the case of teachers, scientific literacy is related to: a) literacy, and reading and writing acquisition; b) environmental education; and c) literacy on the world.

Acerca da alfabetização científica: representações e discursos no cotidiano de uma escola - doi: 10.4025/imagenseduc.v3i3.20992