NANOTECHNOLOGY AND THE ENVIRONMENT FOR THE PROMOTION OF SCIENTIFIC LITERACY FOR SOCIETY
Scientific Literacy. Nanotechnology. Educational Product.
Transversal themes in education focus on the understanding and construction of social reality, addressing the rights and responsibilities associated with individual and collective life. In this context, scientific literacy becomes a way to understand and build this reality, based on chemistry. The present work sought to evaluate the Scientific Literacy (SC) potential of the "Química Ser Protagonista" (QSP) collection in relation to the Scientific Literacy Indicators (SCI) proposed by Pizarro (2014), namely: articulate ideas, argue, read in sciences, to write in sciences, to investigate problematize, to create and to act in the themes of Environment and Nanotechnology. The general objective of this research was to evaluate the questions present in the collection in the three-year periods of 2012, 2015, 2018 and 2021, in order to identify the existing gaps in each theme. During the analysis of textbooks, 1,473 occurrences of Scientific Literacy indicators were found. As a result of this analysis, it was possible to observe the existence of gaps and imbalance in the distribution of occurrences in relation to the scientific literacy potential of the corpus. There are a large number of contextualized questions, but there is a lack of questions that allow the student to have an active position. In order to fill these gaps, the research also proposes the elaboration of a textbook on the themes of Nanotechnology and the Environment, focusing on basic education.