Alfabetización científica en la formación en ciencias de la naturaleza

Abstract

Different authors define scientific literacy (AC) as a set of knowledges that facilitate the subjects to make a reading of the world where they live. Based on these conceptions, it is important that aspects of CA be made present in the teaching context, as well as proposals for changes in the training processes. In this sense, there is a need to (re)think and (re)evaluate the connections of scientific education with the initial formation of teachers. So, the question that guides this work is like a course in Natural Sciences - does Licenciatura allow the construction of references to the AC? In order to respond to this concern, the theoretical framework of basing and discussing the results was used to refer to the CA proposed by Sasseron and Carvalho (2011a, 2011b) and teacher training. The results, derived from the analysis of the pedagogical project of the course, point out that some of the objectives of the curricular components are integrated transversely to more than one axis of the CA, which can be a demonstration that the axes of the CA are not fomented individually. This demonstrates the concern of the course in effecting the full training of the faculty to meet the principles of the CA, in addition to providing training aimed at a global vision of science. Finally, it is considered that the course is directed towards the scientific development of the egress, since in the analysis it was noticed that many of the curricular components fit into more of axis of the AC.