TEACHING OF ASTRONOMY AND ITS POSSIBLE RELATIONS WITH THE PROCESS OF SCIENTIFIC LITERACY

Abstract

We present in this article a theoretical discussion about the possible relations between the teaching of astronomical subjects and the structuring axes of Scientific Literacy (SASSERON, 2015). This study discusses how features of Astronomy, allied to teaching by investigation, become strong allies to the process of Scientific Literacy, since it has themes and attributes that can make students more participative in the educational space. Through discussions that involve daily perceptions and applications, the sky can be considered as a motivating element, can modify the learning space of the classroom, reduce the distance between scientific discussions and the student's daily life and also an approximation between theory and practice. In this sense, we present how the insertion of Astronomy themes can enhance the critical reading of the world for students, making them more autonomous and closer to scientific knowledge in their context, becoming a strong ally in the process of Scientific Literacy.