Scientific literacy in the initial training of Biological Sciences teachers: contributions from Edgar Morin’s

Resumo

Context: Scientific literacy is a fundamental pillar in the initial training of science teachers. Edgar Morin's complexity theory provides a framework for understanding science education in an integrated, contextualized manner that links various forms of knowledge. Objectives: To analyze how scientific literacy (from a complexity perspective) is shown in lesson plans developed by pre-service teachers in Biological Sciences during their Supervised Curricular Internship. Design: This qualitative, documentary-based study was based on the analysis of reports from supervised curricular internships. The data were analyzed using Discursive Textual Analysis (DTA). Setting and participants: Twelve pre-service teachers from the Biological Sciences program at a public university in southern Brazil participated in the study. Data collection and analysis: Data were collected from reports on a supervised curricular internship with a focus on lesson plans. These plans were analyzed using Discursive Textual Analysis, with categories based on complexity theory, scientific literacy, and initial teacher training. Results: The analysis identified five dimensions that express scientific literacy within the lesson plans. They reveal potential strengths in the contextualization of teaching, highlighting limitations related to knowledge integration, understanding of the nature of science, and the development of inquiry-based practices. Conclusions: The identified dimensions provide an analytical framework for assessing and improving initial teacher training. They offer insights for enhancing curricula, internship practices, and training processes informed by scientific literacy from the perspective of complexity theory.