Science education as social practice and mobilization of scientific practices in classroom

• Grant number: 25/13289-6
• Support Opportunities: Scholarships abroad - Research
• Start date: October 06, 2025
• End date: March 06, 2026
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Lúcia Helena Sasseron Roberto
• Grantee: Lúcia Helena Sasseron Roberto
• Host Investigator: Antonio Garcia-Carmona
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Institution abroad: Universidad de Sevilla (US), Spain

Abstract

This is a research plan to be carried out at the University of Seville, Spain, in partnership with Prof. Dr. Antonio García-Carmona, between September 2025 and February 2026. There is a relationship between the activities described here and the actions of the Fapesp Regular Grant project process 2023/11360-0, especially in relation to the theoretical ideas of scientific literacy, scientific thinking, critical thinking and transitivity of consciousness. Based on the results of analyses associated with the Regular Grant project in situations of discursive interactions that occur in classrooms when science topics are addressed, we perceive that science practices are mobilized by students and teachers and we relate this mobilization to the development of scientific literacy. However, it is not yet clear whether and how this mobilization of practices is linked to the mobilization of scientific thinking and critical thinking by students and, from there, to the possibility of scientific literacy for social transformation. Thus, given the results already found, we hope to be able to deepen the understanding of the transitivity of consciousness, a concept proposed by Paulo Freire to express people's understanding and interactions with the reality in which they live, with a view to engaging with considerations beyond their immediate needs and concerns. In view of this, we are interested in understanding and outlining relationships between scientific thought and critical thinking and the transitivity of consciousness, seeking to assess impacts on the development of scientific literacy. The expected contributions of this study are directly linked to the association we have built between scientific literacy and critical modes of analyzing facts and situations for social transformation.