Alfabetização Científica na formação docente: vozes de alunos de Pedagogia da Unioeste

Abstract

This research aimed to analyze the perceptions of graduating students from a Pedagogy program at a public university regarding their training to teach science, particularly in the Early Years of Elementary Education. The central question was: what is the understanding of Pedagogy students about Science Teaching and Scientific Literacy? A qualitative approach was adopted, using Bardin's Content Analysis to interpret data obtained from a questionnaire with open and closed questions. The results indicate that, although the program provides theoretical and methodological support, it has limitations concerning the specific knowledge required for Science Teaching, partly due to the reduced workload allocated to the subject. Such gaps affect the preparation of future teachers and compromise their ability to promote Scientific Literacy. Thus, the study highlights the need for continuous training after entering the job market, focusing on Science Teaching to enable pedagogical practices more aligned with the goal of scientific literacy. Additionally, it suggests that Pedagogy degree programs should undergo a joint reflection on their curricula and teaching plans to enhance teacher education, making it more effective and centered on interdisciplinarity.