Scientific literacy and the Tocantins curriculum document

analysis in the structure of science teaching

Authors

DOI:

https://doi.org/10.5335/rep.v32.17237

Keywords:

scientific literacy; curriculum documents; science teaching

Abstract

The objective of the research is to recognize the possibilities of building Scientific Literacy based on the analysis of the guiding document for basic education in Tocantins, the Tocantins Curricular Document (DCT, 2019), in the curricular component of Natural Sciences for the final years of Elementary School. The research adopted a qualitative approach, using documentary research as a method. The analysis focused on the pedagogical suggestions presented in the DCT (2019), analyzed according to the Scientific Literacy Indicators proposed by Sasseron and Carvalho (2008). These theoretical references guided the entire methodological and analytical trajectory of the research. The results obtained revealed that among the indicators analyzed in the pedagogical suggestions of the DCT, there was a prevalence of the Logical Reasoning indicator, while Hypothesis Raising showed low incidence, and the Hypothesis Testing and Prediction indicators were completely absent. These gaps identified in the DCT directly affect the proposal of an investigative and dialogical curriculum.

 

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Author Biographies

  • Rychelle Guimarães Borges dos Santos, Federal University of Tocantins

    Master's student in the Postgraduate Program in Teaching in Sciences and Health at the Federal University of Tocantins (PPGECS - UFT), Undergraduate in Chemistry - UFT, Specialization in Environmental Education at the Integrated Faculty of Araguatins - FAIARA, and Specialization in Environmental Management at the Montenegro Faculty of Education. Graduated in Biological Sciences from the Federal Institute of Piauí - IFPI. She has worked as a full-time teacher of Natural Sciences at the Municipal Network of Palmas since 2011.

     

  • Lisiane Costa Clear, Federal University of Tocantins

    Professor at the Federal University of Pampa, Jaguarão Campus/RS. Permanent professor of the Postgraduate Program in Education of the Federal University of Pampa (PPGEdu/Unipampa), in the research line 1: Management of teaching practices in cultural and territorial diversity. Permanent professor of the Postgraduate Program in Teaching in Sciences and Health, at the Palmas Campus of the Federal University of Tocantins (PPGECS/UFT), with the macroproject Macroproject: Training for teaching in contemporary society. PhD from the Postgraduate Program in Environmental Education of the Federal University of Rio Grande - PPGEA FURG, in the line of Fundamentals of Environmental Education. Master's degree in Education (PPGEdu/FURG) in the line of Languages, Cultures and Utopias. Training in Pedagogy and History (Bachelor's and Licentiate's degrees). Researcher and vice-leader of the Study and Research Group in History, Education and Arts (GEPHEA). Researcher in the area of ​​Popular Education; Environmental Education; Rural Education and Oral History. Experience with teacher training, EJA and productions in University Extension. Develops extension activities based on themes related to social technologies such as: education in fishing communities, teacher training based on Popular Education, Access and permanence in Public University and School Culture.

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Published

2025-12-18

Issue

Vol. 32 (2025): PUBLICAÇÃO CONTÍNUA

Section

Dossiê - Currículo e Políticas Educacionais: campo de disputas e tensionamentos

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Scientific literacy and the Tocantins curriculum document: analysis in the structure of science teaching. Revista Espaço Pedagógico, [S. l.], v. 32, p. e17237, 2025. DOI: 10.5335/rep.v32.17237. Disponível em: https://ojs.upf.br/index.php/rep/article/view/17237. Acesso em: 15 jan. 2026.