A Alfabetização Científica Inerente à Formação de Professores: o que dizem as pesquisas quanto às perspectivas para o Ensino de Ciências

Several researches have investigated the teaching and learning of sciences focusing on Scientific Literacy (CA) aiming at a formation of citizens that goes beyond conceptual learning. However, few of them investigate the training of teachers to act in the classroom regarding their approach to CA processes. Thus, the aim of the present study was to analyze, with a view to teacher education, the teaching strategies used to promote CA and how teaching approaches have approached discussions about scientific practice. For this, a survey was conducted in the main journals of the Science Teaching area and the annals of the National Meeting of Research in Science Education (ENPEC) from 2014 to 2019. The categories of analysis were: meanings/ meanings attributed by teachers to CA; approaches and strategies used in CA-focused training processes; and reflection on the pedagogical practice aiming at CA. We identified a few works in the initial and continuing formative context of teachers. The results highlight that there is still little depth regarding the discussions of aspects that contemplate the objectives of CA. The idea of reflecting on its characteristics is encouraged in the works, however, the reflection is still based on a more general idea, without discussing the change to the practice of teachers. Still, some works highlight, as the main means of promoting CA, investigative activities, since they direct teachers to criticality, reflections, among other skills necessary for a person to be scientifically literate. We then emphasize the importance of incorporating into teacher training actions that enable a change in attitudes towards their classroom practice in basic education.