SCIENTIFIC AND TECHNOLOGICAL LITERACY AND PEDAGOGICAL IMPLICATIONS IN TEACHING PRACTICE

Abstract

Scientific and Technological Literacy (STL) has been widely discussed in science education as an essential process for the formation of critical citizens capable of understanding and interpreting scientific phenomena present in everyday life. Unlike the simple transmission of content, STL involves understanding the nature of science and the relationships between science, technology, society, and the environment. This study aims to discuss the theoretical foundations of Scientific and Technological Literacy and analyze its pedagogical implications for teaching practice in science education. It is a qualitative research of a bibliographic and exploratory nature, based on the analysis of books and scientific articles by authors such as Freire, Fourez, Sasseron, and Carvalho. The results indicate that STL should guide investigative, contextualized, and reflective pedagogical practices, grounded in the three structuring axes of scientific literacy. It is concluded that this perspective contributes to the formation of critical and autonomous individuals capable of understanding and engaging with scientific and technological issues in society.