Scientific literacy in science teaching: impacts of the pandemic on the development process of children and young people

Abstract

The present work aimed to reflect on possible contributions of scientific literacy in facing post-isolation challenges in basic education schools. A characterization was made on how the pandemic moment took place and its impacts on basic education. The analysis pointed to the need for Science Teaching to pay attention to two aspects in the post-isolation context, both with regard to the quality of information and sensitivity to the emotional aspects of the Science teaching and learning process. In this perspective, pedagogical possibilities were presented for taking care of the appropriate sources of information, including those referring to overcoming fake news. Thus, it was verified the importance of understanding that science education must be aligned with socio-emotional issues to reduce vulnerability from the re-signification of this information in supporting students.