Letramento Científico no Século XXI

definições, problemáticas, desafios e avanços na Educação Superior

Abstract

This research is based on the results of Prof. Dr. Marcos Rogério Martins Costa, carried out at the Institute of Physics, University of Brasília, under the supervision of Prof. Dr. Marcello Ferreira, between 2020 and 2021. Qualitative in nature, anchored in electronic forms, it provided notes on the perception and experience of students on the extension course in Scientific Writing, coordinated by both, in relation to scientific literacy. The data highlighted patterns of behavior, convergence and divergence, reinforcing the relevance of criticism regarding the role of technology in education and its impacts on the training of individuals in digital culture. Furthermore, the study contributed to expanding the understanding of scientific literacy in Higher Education, as well as identifying challenges and advances in promoting the teaching and learning of science. By approaching aspects of reason and emotion in an interdisciplinary and reflective way, respecting different epistemological bases, it sought to offer significant contributions to the educational and technological field in a reflective, inclusive, effective perspective and adapted to the demands of contemporary society at the interface of education and technology.