Scientific-technological-digital literacy and Lattes Platform: which senses?

Abstract

This article is a result of the author’s master’s thesis, which examined the pedagogical experience made with students of a public secondary school of the state of Rio Grande do Sul during the second semester of 2005. The experience’s locus was the school’s information technology laboratory. The main goal was to involve the students in activities that used the Internet as a resource, more specifically the Lattes Platform of Brazil’s National Research Council (CNPq), with a view to implementing the process of the students’ scientific-technological-digital literacy. That literacy is seen as a possibility of achieving a better understanding of the world through the language of science allied to the ability to deal with technological tools, especially information technology, which enables the students to critically appropriate the digital codes. Supporting itself in such conception, the directions given for the pupils to the lived pedagogical experience are analyzed. For that purpose, it was necessary to investigate the universe that permeates the interrelation between science, technology, culture, education and society. This article discusses not only the author’s concerns, but also “temporary truths” found during the research project on which it is based.

Key words: scientific literacy, technological literacy, digital literacy, science, Lattes Plataform.