SCIENTIFIC LITERACY IN ELEMENTARY EDUCATION: PERSPECTIVES AND STRATEGIES

Abstract

This article aimed to understand the theoretical and practical contributions to scientific literacy in elementary education. The research focused on science teaching in the early years of basic education, considering the formative demands of contemporary society. To this end, a bibliographic research was carried out based on the analysis of academic articles published between 2023 and 2025, selected according to criteria of recency, relevance and thematic specificity. The study was structured into three main axes: the importance of early initiation to scientific literacy, the methodological challenges and theoretical perspectives related to the theme, and the most effective pedagogical strategies for its promotion. The analysis revealed that scientific literacy in the early years requires contextualized pedagogical practices, qualified teaching mediation and the valorization of students' knowledge. It was also found that public policies are needed to ensure continuing education and adequate structural conditions for the implementation of investigative approaches. It was concluded that, when intentionally and theoretically grounded, scientific literacy contributes to the development of critical thinking, argumentation, and the understanding of the relationships between science, technology and society.