Science reading and writing indicators in the first years of elementary school: a study of natural science activities in the Tutored Study Plan (PET)

Abstract This study consists in the analysis of the Scientific Literacy indicators reading in science and writing in science in the natural science activities proposed to students in the 1st and 2nd years of Elementary School in the public network of the state of Minas Gerais, Brazil. We adopted an interpretive quantitative-qualitative research approach and used the content analysis perspective. In the context of the SARS-COV-2 pandemic, teaching activities were organized according to the remote modality, with the preparation and use of material called Tutored Study Plan (PET). The study points to the low incidence of indicators and their concentration in texts of the exposition type. This allows us to ratify the need for training actions for teachers that promote improvement in the Portuguese language, regardless of the curricular area in which they work. We have also confirmed the potential of using text genres from domains other than scientific in science teaching.