Freirean Perspective and Scientific Literacy in Elementary Education: Contributions of a Socio-Environmental Training Process

Abstract

This study aims to investigate the contributions of a Freirean Teaching Sequence (DS) to children's Scientific Literacy (SC) from a socio-environmental perspective at a school in the municipality of Jequié, Bahia. The research involved the development and implementation of a Freirean-inspired DS based on the Three Pedagogical Moments (3 MPs) with 32 elementary school students. The results of the training process reveal different environmental concepts in the children's minds, such as the environment represented as nature, a resource, a place to live, and a problem. They also point to the gradual acquisition of some SC elements, such as reading and using socio-scientific terms; the connection between science, technology, society, and the environment; and the engagement and confrontation of socio-environmental demands, such as issues related to waste, deforestation, and the restoration of biodegradable areas. It is concluded that SD allowed problematizing, organizing and applying knowledge of a socio-scientific nature in everyday school life, contributing to the students' learning process, the development of oral skills and decision-making, in addition to awakening interest in science in the formation of a critical and active citizen in society.