Mathematical and scientific literacy in the degree course in pedagogy: the use of active methodologies in the construction of scientific experiments

Abstract

This research is of a qualitative nature and seeks to articulate scientific and mathematical literacy with the use of active methodologies in teaching basic concepts of Natural Sciences and Mathematics. Understanding that the concepts and their meanings in the Early Years pass through higher education, mainly in the Degree in Pedagogy course, since the Pedagogue is the qualified and most active professional in this phase of education, therefore, teacher training is one of the points keys to better conduct the teaching and learning process of this curricular component. The problem is that in the Pedagogy course, the disciplines that cover the contents of Natural Sciences and Mathematics, refer only to the methodological part, leaving the specific contents necessary in charge of the basic education received by the academics, which in large part is flawed, therefore , the teacher who works in the course in question must have the sensitivity to remedy the existing problems and thereby produce meaningful learning. The use of Active Methodologies is an effective alternative, since it encourages the student's protagonism, when associated with the construction of scientific experiments, in which it should be emphasized that they can be carried out in any place, regardless of the existence of a laboratory, requiring more of the teacher's creativity than resources, this work presents the experiences of teaching Natural Sciences in the training of polyvalent teachers, seeking to improve teaching practice and the construction of Mathematical and Scientific Literacy.