PALEONTOLOGY AND THE CONSTRUCTION OF KNOWLEDGE IN SCIENCE TEACHING: A BIBLIOGRAPHIC REVIEW

Abstract

This qualitative bibliographic review analyzed six Brazilian master's theses addressing Paleontology teaching in basic education. The study aimed to investigate the role of Paleontology in the construction of scientific knowledge, as well as to analyze its use as a Pedagogical Strategy (PS) to promote Scientific Literacy (SL) in the final years of Elementary School, through the implementation of Investigative Didactic Sequences (IDS). “A priori” thematic-categorical content analysis was applied. The results indicate that Paleontology is widely recognized as a promoter of Scientific Literacy and inquiry-based learning, with Investigative Didactic Sequences serving as an important pedagogical strategy for its effectiveness. The analysis also justified the inclusion of a study with 5th-grade students, highlighting the curricular transition between the cycles of Elementary Education. Thus, the studies examined converge toward practical, contextual, and inquiry-based approaches, with Paleontology as a structuring theme for the development of scientific skills, appreciation of natural heritage, and promotion of Scientific Literacy.