Promoção do letramento científico no ensino de ciência: uma proposta motivacional/estética dentro da Teoriação Polilógica

Abstract

The article discusses the importance of scientific literacy in contemporary society, particularly in relation to the teaching of science in elementary education. It argues that science education is crucial for developing critical thinking and problem-solving skills, as well as promoting environmental awareness and social responsibility. The article proposes the use of the Polilogical Theory-action to approach the teaching of science in a more inclusive and less monological way, with a focus on the process and problems of science rather than its products. The aim of the research is to understand how the aesthetic dimension can be used to motivate students in science education and contribute to scientific literacy. The methodology is qualitative, with an exploratory approach, and includes the study of the Polilogical Theory-action and field research involving interviews with elementary school teachers. The article concludes by suggesting that the Polilogical Theory-action can be a valuable tool for promoting a more inclusive and diverse approach to science education.