SCIENTIFIC LITERACY AND THE SUSTAINABLE DEVELOPMENT GOALS IN EARLY CHILDHOOD EDUCATION: POSSIBILITIES FOR RESPONSIBLE SCIENTIFIC LITERACY

Abstract

Scientific Literacy (CA) is crucial in citizen education, integrating scientific knowledge with interdisciplinary and contextualized teaching. The objective of this research was to analyze the children's discourses to verify didactic practices in the promotion of the CA process in early childhood education. The project developed was applied to two groups of children aged five and six, using experiments from a vegetable garden. Documented by observations, photos, videos and reports, it was evidenced that, through experiments, the children developed a perception of "little researchers", improving reflection and critical thinking.  The data collected allowed an in-depth analysis of the children's cognitive and behavioral changes during the project, contributing to progress towards the Sustainable Development Goals (SDGs). This approach not only imparted scientific concepts but also fostered practical skills applicable to everyday life, benefiting both students and educators.