SCIENCE LITERACY: ENCOURAGING CRITICAL THINKING IN SCHOOLS

Abstract

This study addressed the problem of the effectiveness of scientific literacy in schools, aiming to understand how different methodologies contribute to the formation of critical citizens. The general objective was to analyze the pedagogical practices related to scientific literacy and their implications in the construction of knowledge. The methodology used consisted of a literature review, which allowed the collection and analysis of data from several relevant studies in the area. The results indicated that practices such as teaching by inquiry and the use of literature have a significant role in promoting students' curiosity and engagement. In addition, it became evident that the continuous training of teachers and the appropriate use of didactic resources are essential for the effectiveness of scientific literacy. The analysis of the data revealed that many educators face barriers, such as the lack of infrastructure and specific training, which limits the implementation of effective practices. The final considerations highlighted that scientific literacy is fundamental not only for the acquisition of knowledge, but also for the development of critical skills. Thus, the study highlights the relevance of new research that explores the experiences of different schools, contributing to the continuous improvement of pedagogical practices in scientific literacy.