2026-11-132026-11-132024-11-07FARIAS, Leila Katia de Sousa. Alfabetização científica e o ensino por investigação: Curso de formação continuada para professores (as) dos anos iniciais no contexto amazônico. Orientador: Frederico da Silva Bicalho. 2024. 125 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2024.https://portaldaposgraduacao.uepa.br/handle/riuepa/457Fundação Amazônia de Amparo a Estudos e Pesquisas - FAPESPAAbertoAlfabetização científicaEnsino por investigaçãoFormação continuada de professorEnsino de ciênciasAnos Iniciais do ensino fundamentalContexto AmazônicoScientific literacyInquiry-based teachingContinuing teacher educationScience educationEarly years of elementary schoolAmazonian contextDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThis study associated with the line of research on Science Teacher Training and the Teaching and Learning Process in Various Amazonian Contexts, aims to analyze the contributions of the continuing education course to pedagogical practices aimed at scientific literacy through research-based teaching in the Early Years. This is an action and bibliograpfic research, using the field research procedure, with a qualitative approach, having as data collection instruments the digital questionnaire, via Google Forms, and the semi-estructured interview. After the literature survey and data collection carried out with five teachers from the Early Years of a public school in Belém, these were analyzed using the assumptions of Discursive Textual Analysis (DTA), with a view to developing the Educational Product (PE), “Continuing education course for Early Years teachers: in search of scientific literacy through inquiry-based teaching”, developed from this research, which is configured as a proposal for continuing education for Science teachers in the first years of Elementary School. The course has a collaborative bias and aims to contribute to the continuing education of science teachers, with a view to scientific literacy through inquiry-based teaching. It will serve as an interlocutory product between teachers, enabling new reflections and possibilities for research in the area, as well as a new reflections and possibilities for research in the area, as well as a new look at the planning of science classes in the Early Years. After the product was finalized, it was evaluated by the research participants using an evaluation instrument, using the focus group technique, based on five evaluation criteria: attraction, organization, involvement, understanding, and use. Thus, with the development of the research, great discussions, reflections and contributions were raised, enabling the acquisition of new knowledge, with a focus on literacy.PPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos