Alfabetização científica, criança e espaços de educação não formal: Diálogos possíveis

Abstract

This article aims to discuss, from a theoretical point of view, the possible interactions between scientific literacy (SL), child and non-formal education (NFE). The research question can be summarized in the following formulation: From the conceptual point of view, what interrelations can be established between scientific literacy, the child and non-formal education? For that, an exploratory study was carried out based on bibliographic research. Scientific literacy is advocated as a process that takes place inside and outside the school and implies: i) conducting dialogues and approaches between the individual's experiential culture and scientific culture; ii) appropriating knowledge related to scientific terms and concepts, nature of science, and relations between science, technology and society; iii) fostering the necessary conditions for critical analysis of reality, participation in the public debate, responsible decision-making, and social intervention in an emancipation and social inclusion perspective. The discussion points out the need to integrate the child to SL actions developed in NFE settings, as SL is seen as a process, an educational objective and a right. The children's right to SL does not mean declining their right to enjoy their childhood(s); approaching them to scientific culture does not mean suppressing childhood('s) culture(s), but expanding them, something that can be enhanced through IE.