THE USE OF SCIENCE, TECHNOLOGY, AND SOCIETY (STS) EDUCATION TO STRENGTHEN LITERACY IN ELEMENTARY EDUCATION

Abstract

This article aimed to identify how teachers approach the theme of matter and energy in the skill EF01CI01, in the literacy process, and how much this approach aligns with STS (Science, Technology and Society) education. The research originated from the question: how do teachers work with the theme of matter and energy during the literacy process, and to what extent does this relationship align with STS education? The study is qualitative, exploratory in nature, and used bibliographic, documentary, and field research. Data collection was carried out through interviews with first-grade teachers from the municipal school system of a city in the interior of Rio Grande do Sul, using an open-ended questionnaire in dialogue format and audio recording conducted via Google Meet. The data were analyzed using Discursive Textual Analysis (DTA). The results allowed us to understand how teachers approach the theme of matter and energy in the literacy process, as well as the relationship of this approach with STS education. It is concluded that the use of STS education can strengthen the literacy process in elementary school by promoting more contextualized, critical, and meaningful learning.