Letramento científico na BNCC: contribuições para as práticas de ensino nos anos iniciais do ensino fundamental.

Abstract

This research presents Scientific Literacy (CL) as the subject of study, more specifically,our object is outlined from the Scientific Literacy approach presented in the National Common Curricular Base (BNCC) - Initial Years of Elementary School. We question how the LC, present in the BNCC, contributes to the pedagogical practices in the Initial Years of Elementary School? The main objective of this research is to analyze the proposal of scientific literacy contemplated in the BNCC and the contributions to the teaching practice of the Initial Years of Elementary School. In this sense, it is convenient to expose the specific objectives, which are: to analyze the conceptual approach of scientific literacy underlying the proposal presented at the BNCC and how it is pedagogically configured; to analyze the conceptual approach of scientific literacy underlying the proposal presented by the BNCC and how it is pedagogically configured; observe how the proposal of Scientific Literacy is presented from the point of view of interdisciplinarity between the curricular components of Portuguese Language and Science; to discuss the pedagogical implications of the BNCC's proposal for scientific literacy, observing whether it effectively contributes to the work with scientific literacy in the Initial Years of Elementary School. The theoretical basis that will support the research comes from Street (2010), Cunha (2017), Motta-Roth (2011), among others, whose approaches are in line with the defense that the sciences need to be seen in a comprehensive way and correlated to the different fields of knowledge, in different dimensions, in order to understand the relationship of social interaction between individuals, regarding their active participation in the world, composed of sociability and shaped by culture. In addition to these theorists, we seek, from Magda Soares (2017) and Angela Kleiman (1995), to understand literacy as an important process in the formation of the subject and development of their capacities, motivated by curiosity and mediated by dialogue, with the aim of that he becomes capable of understanding the various aspects that make up the world and his own reality, being also able to propose and carry out transformations. In addition, we situate the conceptual divergences between the concepts of "scientific literacy" and "scientific literacy", discussed from Chassot (2016) and Sasseron (2011) and Santos (2007), who consider, the domain of scientific and technological knowledge, necessary for the citizen to develop in everyday life. Methodologically, this study is characterized as qualitative research of the documentary type, which analyzes clippings of approach to scientific literacy extracted from the BNCC – Anos Iniciais do Ensino Fundamental, in the curricular components of Portuguese Language and Science. The interpretation of data is guided by the following categories of analysis: i) Theoretical perspective and conception of scientific literacy at BNCC; iii) Competencies and skills for scientific literacy. As a synthesis of the results, we point out that the concept of Scientific Literacy in the BNCC is not clearly presented, and its interpretation will depend on the way the reader conceives the relations between everyday and scientific knowledge. However, the proposal presented by the BNCC allows us to conclude, also, that the document leads to the conception of scientific literacy to the detriment of scientific literacy and that the focus of this orientation predominates in the area of Natural Sciences, specifically in the Science curriculum componente.