Textbooks as a resource to promote Scientific Literacy in Science Teaching

Abstract

Understanding the importance of teaching science and scientific literacy in the formation of the individual, the main objective of this research is to verify if the activities proposed by the textbooks favor the development of scientific literacy, since textbooks are the main resource available in schools. schools. This research has a documental character and qualiquantitative character, carried out for the course Completion Work discipline in the degree of Licentiate in Natural Sciences at the Federal University of Pampa - Campus of Uruguaiana/RS. 3 Science textbooks from the 7th year of Elementary School of the PNLD of 2020 and 2021 were selected. In each book, two chapters were selected to analyze the activities, totaling 44 activities. It was found that of the activities analyzed, 18 activities contemplate only one level of CL; 18 activities include two levels of LC; seven activities develop three levels of LC; and, an activity that favors the development of four levels of scientific literacy concurrently. According to the analysis, it is concluded that the activities present in the textbooks contributed to the development of scientific literacy in science teaching.