A alfabetização científica na educação profissional e tecnológica: percepções, dificuldades e estratégias dos professores de ciências da natureza do ensino técnico integrado do Instituto Federal de Educação, Ciência e Tecnologia do Amapá

Abstract

This investigation aimed to analyze the perceptions, challenges, and strategies of Natural Sciences teachers at the Federal Institute of Education, Science and Technology of Amapá (IFAP) in promoting scientific literacy among students in integrated technical education, considering the impact of institutional funding calls for research, teaching, and extension. It is an applied research study with a qualitative-quantitative approach, and a descriptive and exploratory nature. Bibliographic and documentary procedures were used, along with a questionnaire containing open and closed questions. The data were organized using Mendeley software and analyzed through content analysis and descriptive statistics. The final sample of this study consisted of 12 faculty members from the campuses of Laranjal do Jari, Macapá, Porto Grande, and Santana. The findings reveal that the educators understand scientific literacy as the ability to apply scientific knowledge in everyday situations, while also recognizing challenges related to workload, curriculum structure, and teacher training. Reported strategies include experimental practices, contextualization of content, and active communication with students. It was observed that the length of time working at the institution is not a determining factor for participation in funding calls, which are widely acknowledged by the faculty as mechanisms that encourage scientific initiation projects and active learning. In conclusion, although there are isolated and creative initiatives, it is essential to strengthen institutional policies for continuing education, curricular revision, and infrastructure improvement in order to consolidate scientific literacy within Professional and Technological Education.