A formação de professores: implicações na alfabetização científica no contexto das series iniciais do ensino fundamental

Abstract

This work has the theme "The training of teachers: implications for scientific literacy in the context of the initial series of basic education. Therefore, it sought to analyze the implications of teacher training in the scientific literacy in the context of the early grades of elementary school. The specific objectives are broken down into three: Identify the concept of continuing education from the professionals vision; Check if the teacher relates the continuing education of pedagogical practice; To investigate whether continuing education contributes to scientific literacy. Authors such as Chassot (2011), Freire (1997), Libâneo (2008), Pepper (2011), among others, articulate a dialogue to the fabric of this work. The methodological path marked out for the implementation of the work was based on field research with qualitative approach. We make use of participant observation and unstructured interview. The results point to the importance of continuing education in scientific literacy, the need for the involvement of the manager, the pedagogue with the teachers so that all contribute to the teaching of students considering their experiences, to see themselves in the world. Keywords: Continuing Education; Literacy Scientific ; Teaching Practice .