A alfabetização científica nos anos iniciais do ensino fundamental na rede municipal de Cascavel- PR: desafios e práticas educativas

Abstract

Scientific literacy has established itself as an element of paramount importance for the formation of critical and socially engaged individuals. In the Brazilian context, its relevance gains strength considering the need to address educational inequalities, combat the spread of misinformation, and promote citizen participation. This study critically analyzed the challenges and potential of implementing scientific literacy in the early years of elementary school in the municipal school system of Cascavel, Paraná. In an articulated manner, we sought to understand how teachers conceptualize scientific literacy, identify the main difficulties faced in their pedagogical practice, examine the methodological strategies used in science teaching, and verify how the municipal curriculum addresses this formative process. The research adopted a qualitative approach, based on focus groups with teachers responsible for teaching science and on a documentary analysis of the municipal curriculum. The information collected was processed using the content analysis technique proposed by Bardin, complemented by lexical analysis procedures carried out with the IRaMuTeQ software. Among the tools employed, the word cloud enabled the visualization of the most recurrent terms in teachers’ discourse; the similitude analysis revealed semantic connections and central meaning nuclei; and the Descending Hierarchical Classification (DHC) facilitated the organization of the corpus into thematic classes, supporting the identification of emergent categories related to teachers’ conceptions, pedagogical practices, and training needs. The results showed that, although teachers make efforts to promote scientific literacy, its effectiveness is compromised by structural limitations, conceptual vagueness in the curriculum, and insufficient continuing education. There was also a need for investigative and interdisciplinary practices that link curriculum content to real problems, enhancing students' critical thinking skills. It was thus concluded that strengthening scientific literacy requires integrated actions between public policies, administrators, and teachers, with a focus on valuing teacher autonomy, continuing education, and the adoption of problematizing practices. As contributions, this study offers theoretical and practical support for the consolidation of a critical, inclusive, and transformative science education.