Education in the Amazon: dialogues between scientific literacy and interdisciplinarity

Abstract

This study addresses the relevance of an approach based on the principles of scientific literacy and interdisciplinarity for the transformation of public education in the Amazonian context, with a focus on the development of skills that promote scientific and interdisciplinary awareness. It is justified by the urgent need for an education that contributes to the formation of critical and conscious citizens, capable of acting in the sustainable development of the Amazon through dialogicity between multiple knowledges. The methodology adopted is bibliographic in nature, with analysis of academic works and official documents, such as Brasil (2023), Brasil (2018), Chassot (2003), Freire (2005), Japiassu (1976), Morin (1997), Zabala (2002), Bauman (2012) and Said (2011) in order to understand the theoretical perspectives on scientific literacy and interdisciplinarity applied to an education that values Amazonian knowledge and practices in the face of hegemonic assumptions. The main results point to the importance of integrating these two learning axes into the school curriculum, with the aim of strengthening students' protagonism in the face of local environmental challenges, in addition to promoting greater engagement with the region's social and cultural issues. The study concludes that scientific literacy and interdisciplinarity are fundamental for the formation of full and conscious citizenship, essential for environmental preservation and the desire to respect Amazonian identities.