DIDACTIC-SCIENTIFIC LITERACY OF SCIENCE TEACHERS D O E N S I N O F U N DAM E N T A L – A N O S INICIAIS

Abstract

This article deals with the Didactic-Scientific Literacy of Science teachers from the collaborative work involving elementary school educators - early years. The objective is to present a discussion about the limits and possibilities of Didactic-Scientific Literacy from an educational action of permanent education for the improvement of teaching. O corpus deste estudo emergiu de uma pesquisa de doutorado em andamento do primeiro autor deste artigo, constituídos a partir das comunicações discursivas dos participantes do Projeto de Extensão universitária COMQUÍMICA das crianças em um município paranaense, estando ancorados na Filosofia da Linguagem de Mikhail Bakhtin e da teoria freireana. The data of the qualitative research were analyzed following the methodological triad CDR: Construction, [Des]construction and [Re]construction of the data. It is emphasized the relevance of implementing reflections that enable the "Scientific Literacy" and "Didactic Literacy" of the Science Teacher of the early years of Elementary School in continuing education programs for the improvement of teaching.