PEDAGOGY AND SCIENTIFIC LITERACY: NARRATIVES OF NEWLY GRADUATED TEACHERS FROM THE INITIAL YEARS OF EDUCATION
This report shows the paths already taken in conducting a master's research aimed at investigating the meanings that newly graduated teachers of Education courses attribute to scientific literacy in the early years of Elementary School. Therefore, it will be recorded semi-structured interviews with five newly graduated teachers, who graduated within the last five years in public and private higher education institutions. The questions that will guide the interviews are focused on the memories of these teachers about science classes in Basic Education, the impact of undergraduate courses in Education and practices involving scientific literacy already developed in their classrooms. By means of a qualitative approach, the narratives constituted through the interviews will be analyzed in order to identify nuclei of meanings that allow the apprehension of the meanings attributed by the research subjects to the topic of scientific literacy. This method of analysis comprises three steps: pre-indicators, indicators and nuclei of meanings. In order to understand better the way in which science education has been approached in the education of pedagogues and, in this way, to broaden the references for data analysis, a comparative study was carried out between the curricular guidelines that guide Education courses, for the teaching of sciences, present in course curriculum of different courses, and the training needs of teachers who intend to teach science, according to research in the area.