Plastics are organic compounds created from molecules known as monomers through the
chemical process known as polymerization. When disposed into the environment, they can be
degraded by various physical and chemical factors. However, degrading particles of micro
scale dimensions can accumulate in the environment, causing a series of hostile factors to
biota, including humans. Regarding the issue, we aimed to develop a Didactic Sequence (DS)
using the “microplastic” theme to verify Scientific Literacy (SL) in chemistry teaching.
Initially, a literature review was carried out in scientific journals, dissertations and theses,
which discuss microplastics and their daily implications, in order to theoretically state the
approach to the “microplastic” theme. Moreover, the concepts of SL and DS were based on a
theoretical framework for establishing the methodological proposal, as well as for data
analysis. DS was applied to a chemistry class in the third grade of high school, located in
Araguaína -TO. Data collection and analysis were held according to the SL indicators, such as
ranking, organization, information classification, logical reasoning, proportional reasoning,
hypothesis survey, hypothesis testing, justification, prediction and explanation. The results
showed that the scientific indicators in DS consolidated the necessary skills for students to be
scientifically literate. Data collection and analysis were held according to the SL indicators,
such as ranking, organization, information classification, logical reasoning, proportional
reasoning, hypothesis survey, hypothesis testing, justification, prediction and explanation. The
results showed that the scientific indicators in DS consolidated the necessary skills for
students to be led to the scientific literacy process. Thus, these indicators appear in situations
that need positioning, as well as in the appropriation of several scientific concepts,
highlighting the relevance of science content to a better understanding of the subject. Hence,
the results showed that the DS enabled the students to awaken to the perception about the
concepts, definitions, chemical and environmental characteristics. Furthermore, it is possible
to identify the SL when students understand the scientific knowledge of contents, using
chemistry in different contexts and working skills such as dialogue and positioning in
different situations.
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