Scientific Literacy and Cartographic of Education in Science and Geography: Polysemy of the Word, Enculturation Processes and Their Implications for Teaching

Authors

  • Veronica Guridi Universidade de São Paulo
  • Valéria Cazetta Universidade de São Paulo

DOI:

https://doi.org/10.11606/issn.2446-7693i1p1-16

Keywords:

Scientific literacy, Literacy cartographic, Processes of enculturation.

Abstract

In this work, we performed a critical analysis about the meaning of the term "scientific literacy" within the field of Education in Science and Geography. We noticed that the term is still quite polysemous and that depending on the approach adopted, different implications for science teaching are followed. We conclude by showing a definition of the term, incorporating elements of recent studies in the area and the slope of Cultural Studies in Education.

Downloads

Download data is not yet available.

Author Biographies

  • Veronica Guridi, Universidade de São Paulo
    Veronica Guridi é professora da Universidade de São Paulo.
  • Valéria Cazetta, Universidade de São Paulo
    Valéria Cazetta é professora da Universidade de São Paulo.

Downloads

Published

2014-06-25

Issue

No. 1 (2014)

Section

VARIA

License

Copyright (c) 2014 Revista Estudos Culturais

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Scientific Literacy and Cartographic of Education in Science and Geography: Polysemy of the Word, Enculturation Processes and Their Implications for Teaching. (2014). Revista Estudos Culturais, 1(1), 1-16. https://doi.org/10.11606/issn.2446-7693i1p1-16