Letramento Científico Crítico na formação e atuação do/a professor/apesquisador/a

Abstract

This article proposes a reflection on the contributions of critical scientific literacy to the training and
performance of teachers/researchers in basic education. This reflection is based on critical studies of
scientific literacy and the popularization of science (Santos, 2007; Silva, 2016, 2020; Motta-Roth, 2011;
Borges; Lima, 2023). We assume that the teacher/researcher has, asfounding principles of his/her teaching
practice, the investigative sense, systemic doubt, reflection, and creativity. He/she is not simply a teacher
who does scientific research or a researcher who teaches. It is an agent that incites curiosity, inside and
outside the classroom, which promotes, in basic education, in an integrated way, teaching, research and
extension. In this sense, the role of scientific literacy in the initial training of this teacher/researcher stands
out. We emphasize the need for initial training that promotes experience with scientific practices,
familiarization with theoretical-analytical instruments and critical knowledge of academic discursive
practices. Without this training, the teacher will probably have many difficulties in carrying out research
in the classroom, being subject to simply reproducing content, contributing to further establishing the
“copy and paste” culture.