This work aims to identify and analyze elements of scientific literacy that emerge from
the application of a thematic didactic proposal to work on a theme of atmospheric
electrical discharges with a regional Amazonian focus. We seek theoretical support in
scientific literacy references and thematic approaches. The proposal for Teaching
Physics Through Regional Themes (EFATR) that supports this work is developed in
three stages: Presentation, Deepening and Production-Evaluation. The educational
product developed consists of a booklet intended for students and was designed for
the application of the thematic proposal in these three stages. The booklet contains
an activity guide, a questionnaire for surveying previous knowledge, a motivating text
for the presentation of the theme, two questionnaires for deepening, texts collected
from other authors that help in the deepening phase and a text of guidelines for the
third stage. The application was made in a class of 22 students from the 3rd year of
high school at a public school in the urban area of the municipality of Alenquer-
PA. In order to answer the question "what elements emerge from the application of a
regionalized thematic proposal that can signal contributions to the scientific literacy
process of high school students?", we developed a qualitative research using the
content analysis methodology proposed by Roque Moraes, at the light of the three
structuring axes of Sasseron and Carvalho's Scientific Literacy. In the qualitative
analysis of the production of 16 letters and 7 videos produced in the final stage,
associated with the analysis of other productions during the first two stages of the
proposal, we present the discussions of the elements that gave us indications that
the work with regional themes has the potential to promote the CA, especially due to
the diversity of resources used that allowed the development of various skills
presented by the theoretical references used.
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