Analfabetismo científico dentro da escola

Abstract

In this paper, scientific illiteracy was discussed within the school community and was motivated by the analysis of the report "Brazil in PISA 2015", published in November 2016 and published by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), according to which evidence the low proficiency in science by young Brazilians. The term scientific illiteracy emerged in the mid-1950s and in recent decades has been used as a slogan by researchers and science teachers (CACHAPUZ, 2005), with the intention of drawing attention to the dissemination of scientific knowledge to the general public, not just in the school environment. This theme has great relevance because the country that wishes to consolidate its sovereignty and position of prominence in the global scenario must seek advances in the educational, scientific and technological field (CORBUCCI, 2004). In order to start a discussion about some of the factors that may explain this situation in the country's schools, this research was carried out at the state school, Deputado Derville Allegretti, who through an online questionnaire demonstrated their knowledge and perceptions about science. Through a qualitative analysis, we sought to understand why the school, which in theory should be the appropriate place to acquire a basic scientific education, shows itself so little informed about how science works and develops over time.