2026-11-112026-11-112026-03-30TEIXEIRA, Tiana de Nazaré Pontes. A alfabetização científica através de temáticas socioambientais marajoaras: uma proposta didática por meio da aprendizagem baseada em problemas em um contexto amazônico. Orientação: Alcindo da Silva Martins Junior. 2026. 144 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026https://portaldaposgraduacao.uepa.br/handle/riuepa/443AbertoAlfabetização científicaEducação ambientalAprendizagem baseada em problemasEnsino de ciênciasMarajoaraScientific literacyEnvironmental educationProblem-based learningScience educationScientific literacy through Marajoara socioenvironmental themes: A didactic proposal through problem-based learning in an Amazonian contextDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemScience Education in the Amazonian context has been marked by structural and pedagogical challenges that directly affect the quality of student learning. Among these challenges, the predominance of content-centered instructional practices often disconnected from local socioenvironmental realities and the difficulties teachers face in implementing active methodologies have contributed to persistent conceptual gaps and low levels of student engagement. In response to this scenario, this study investigated the contributions of Problem-Based Learning (PBL) to the development of skills and competencies aimed at fostering Scientific Literacy. It was hypothesized that a contextualized and problem-oriented approach to the curricular topics “Ecosystems” and “Environmental Impacts,” articulated with Amazonian socio-environmental issues, could enhance the meaningful and socially situated mobilization of scientific knowledge. To this end, a didactic intervention grounded in PBL principles was designed and implemented, resulting in the Educational Product entitled “Scientific Literacy and Marajoara Socio-Environmental Themes: A didactic proposal centered on Problem-Based Learning”, structured as a teaching guide for Natural Sciences educators. Methodologically, the study adopted a mixed-methods exploratory and descriptive design within the framework of action research, conducted with a 7th-grade class in a public school in Salvaterra, Pará, Brazil. Data were collected through multiple diagnostic, formative, and evaluative instruments. Quantitative data were analyzed using descriptive statistics, normality tests, and significance testing, while qualitative data were examined through pedagogical descriptive analysis and categorical content analysis. The findings indicate that the intervention significantly contributed to the consolidation of targeted skills and to the remediation of previously identified learning gaps. Improvements were observed in performance indicators, as well as in students’ abilities to construct arguments, analyze problem situations, and apply scientific concepts in context. Furthermore, four major analytical categories corresponding to indicators of Scientific Literacy were identified throughout the PBL cycle. These results suggest that the Educational Product holds strong potential to enhance Science teaching practices by promoting competency-based learning grounded in socio-environmental contextualization. The integration of PBL and Scientific Literacy thus emerges as a consistent methodological strategy for strengthening Science Education in basic education, particularly within Amazonian contexts that require pedagogical approaches sensitive to their socio-cultural and environmental specificities.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia