Science teaching and continuing education of literacy teachers: recognizing the research field

Science teaching in the early years of elementary education presents an important research field regarding children’s scientific literacy in this segment of education. First, for the typical curiosity of this age range, and later, for the need to build citizen profiles that are reflective and critic to their living environment. However, on the demands for reading and writing appropriation, little attention is given to the construction of Science knowledge, especially in the first three years of elementary education, period of transition between Pre-school and Elementary School. In the perspective of the appreciation of Science teaching during literacy, this study aimed to identify and analyze researches, theses, and dissertations that discuss the continuing education of literacy teachers as mediators of scientific knowledge in the Literacy Cycle. For the study, it was used the Catalog of Theses and Dissertations of the Higher Education Personnel Improvement Coordination (Capes), within the delimited period from 2007 to 2018. There have been retrieved 73 works, of which, 31 address the continuing education of teachers of elementary school, focused on Science education, demonstrating an increase in the number of researches that show this interest. But of those, only 03 Master’s dissertations were dedicated to the continuing education of literacy teachers, indicating a need for research that may collaborate with new guidance for scientific literacy mediated by the teacher who lectures reading and writing.