Resumo

CUNHA, Rodrigo Bastos. What does alphabetization and literacy mean for science education researchers and what is the impact of these concepts in science teaching. Ciência educ. [online]. 2018, vol.24, n.1, pp.27-41. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320180010003.

This paper approaches two distinct groups of studies in the field of science education and science teaching that appropriates concepts from language studies and language teaching, ones that deal with scientific alphabetization and other that deals with scientific literacy. The main objective is identify what the studies of these two groups have in common, what notion of alphabetization or literacy they use and how these concepts influence the choice of what should be taught in science education. For that purpose, five papers from each group published in magazines in the educational area were selected, among the most influential works, with the major number of citations. While those which deal with alphabetization consider the teaching of scientific concepts to be fundamental, those who opt for literacy prioritize the social function in the teaching of science and technology and the development of attitudes and values in relation to them.

Palavras-chave : Scientific alphabetization; Scientific literacy; Science teaching; Language studies; Languages teaching.

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