The theme of this investigation is focused on understanding the possible paths for literacy and
scientific literacy, based on the teaching experience and the theoretical and documentary
contributions produced on the subject. The methodology used was qualitative, bibliographic
and based on the Cultural Studies approach. Thus, we present possible ways to boost the literacy
and scientific literacy process in the early years, having the other curricular components,
especially the natural sciences, as agents of this process. In this sense, the work was organized
from a presentation of pieces of the author's life and divided into three sections. The first deals
with the article “Scientific Literacy: applicability and understanding of concepts”; the second,
from the article entitled “The role of interactions between science, technology and society in
the future of science education”; and the third presents a suggested route guide for professionals
who work in the early years in the municipal education network of Palmas/TO: “O VIRA”
(Check, Intensify, Resignify and Expand). Considering the rate of children who do not have a
satisfactory level of literacy and scientific literacy for the first cycle of elementary school, we
point out the need to warm up the practices used in this process, systematizing study groups in
the periods already established in the teaching workload to encourage the literacy and literacy
practices for the public in question and, thus, organize the material itself, considering the
specificities of the diagnoses raised.
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