O ensino de ciências na EJA: uma análise dos indicadores de alfabetização científica nos livros didáticos do PNLD

Abstract

This study aims to analyze the presence of scientific literacy indicators in Science textbooks intended for Youth and Adult Education (EJA) and distributed through the National Textbook Program (PNLD). It is a qualitative study of a bibliographic and documentary nature, grounded in the scientific literacy indicators proposed by Pizarro (2014), with adaptations by Oliveira (2019). The analysis focused on activities from a textbook used in the first segment of EJA, seeking to identify how such indicators contribute to the development of competencies such as investigating, problematizing, arguing, articulating ideas, and reading and writing in Science. The results show that the analyzed activities, when contextualized and pedagogically mediated, foster meaningful and critical learning, bringing scientific knowledge closer to students’ realities. It is concluded that the textbook, when used reflectively, can function as a tool that enhances scientific literacy, contributing to the formation of autonomous, critical, and participatory subjects in Youth and Adult Education.