This research aimed to identify, describe, and point out possible correlations between levels of
scientific literacy and teaching skills of elementary school teachers. This is exploratory
qualitative-quantitative research, where the MAXQDA 2020 and JAMOVI 2.2.5 software
were used to produce content analysis and descriptive statistics of collected data, together
with a group of 18 (eighteen) teachers from basic education, freshmen of a stricto sensu
postgraduate course, who voluntarily answered questions from the so-called Scientific
Literacy Skills Test (TOSLS) and prepared, in writing, proposals for didactic sequences. To
analyze these proposals, a Didactic Skills Analysis Protocol (PAHD) was created, whose
analysis categories were inspired by the ideas of contemporary constructivist authors. The
analysis of the results of the categorization of didactic skills evidence showed that the
participants presented, on average, half of the didactic skills of a constructivist nature
proposed in the PAHD. On average, participants in this study also did not perform well on the
TOSLS. The data obtained were not sufficient to support the hypothesis of correlation
between Scientific Literacy and Teaching Skills. However, it is not possible to rule out the
possibility of observing the occurrence of statistically significant correlations between such
abilities in sufficiently larger and more diversified samples. The results suggest that, if one is
interested in implementing curricular guidelines and teaching-learning-assessment strategies
of a constructivist nature in schools, it is necessary to increase teacher training programs with
objectives, themes and teaching strategies focused on skills that had a low incidence. in this
study, since, as discussed in the text, all of them are essential for planning and conducting
classes of a constructivist nature and important for the professional development of teachers.
Although there is still much to be explored on the issue of didactic skills, the scope of this
thesis, and particularly the PAHD, had great potential as an instrument for research and
professional development. Despite the limitations pointed out, the results and scope of this
thesis constitute an important reference both for future research and for eventual
reformulations in science teacher training programs, in view of the empirical results, the
theoretical discussions and the methodological ideas it contains.
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