Promoção da alfabetização científica (AC): construção, formação e desenvolvimento na prática docente

Abstract: This article aims to analyse the reflections and understandings about Scientific Literacy, which emerge after a process of teacher training. In addition, it intends to study the didactic proposals shown on the class plans based on this training. This qualitative research uses as methodology the Action-research. For data production, it applied questionnaires and then, it offered a course of continued teacher training about Scientific Literacy for teacher practice on Early Years of Elementary School. Furthermore, observations were carried out focused on the practices by three teachers that were enacted on fourth and fifth classes of public schools in the municipal system of Alegrete-RS. The results show that the continued training has served for teachers to reflect about their own practices, making changes based on them. In the elaboration of class plans, the Scientific Literacy structural axes have been incorporated into lesson objectives. Lastly, from observations, it noted the development and promotion of Scientific Literacy on teacher practice, specially, for P4 and P6 teachers. It was possible to verify how the continued training is necessary and important to help in the Natural Science Teaching in the early years of Elementary School. Keywords: Scientific Education. Continued Training. Science Teaching.