MOBILIZATION OF THE DOMAINS OF SCIENTIFIC KNOWLEDGE IN ECOLOGY ACTIVITIES IN A NATURAL SCIENCES TEXTBOOK: IMPLICATIONS FOR SCIENTIFIC LITERACY ORIENTED TOWARD SOCIAL TRANSFORMATION

Abstract

This article aimed to analyze the mobilization of the domains of scientific knowledge in Ecology activities proposed in the high school Natural Sciences textbook, seeking to understand the potential of this didactic resource in promoting a scientific literacy oriented toward social transformation. The methodological approach was based on Content Analysis from Bardin’s perspective (1977, 2011), comprising the stages of pre-analysis, material exploration, and treatment and interpretation of results. The corpus consisted of the textbook collection approved by the 2021 National Textbook Program (PNLD), specifically Volumes 3 and 4 of Moderna Plus: Natural Sci-ences and Their Technologies. The analysis was grounded in the theoretical contributions of Freire (1989), Chassot (2003), Duschl (2008), Roberts (2011), Stroupe (2015), Silva and Sasseron (2021), and Valladares (2021).The results revealed a predominance of the conceptual domain across all analyzed activi-ties, while the epistemic, social, and material domains were mobilized in a fragmented and uneven manner across chapters. It is concluded that, although the textbook presents formative potential, the lack of balanced and integrated mobilization of scientific knowledge domains limits the effectiveness of Scientific Literacy committed to social transformation.