This is an action research, which is of a qualitative nature, in the narrative modality, based on
the initial teacher education who will work in the first school years of the course Integrated
Licentiate of Science, Mathematics and Languages Education. Those students of the teaching
practice are characterized as such in the processes of digital scientific literacy, mediated by
me together with another teacher and trainer in the context of Mathematical and Scientific
Education. The educational context in analysis is based on four literacy levels: mother
language, Mathematical language, scientific language and digital language. I aim at
investigating the teaching significance of Science and Mathematics expressed by
undergraduates when involved in digital scientific literacy whereas I investigate my own
teaching practice, searching for interconnections among Initial Teacher Formation, Digital
Literacy and Education in Mathematics and Science. I developed a formation design, which is
rooted by the formative triad: group work – use of digital technologies – teaching with
research associated to the methodological perspective of the inverted symmetry. The subjects
involved in the research were thirteen. The data collecting instruments were: questionnaires,
interview, field diary, audio and video records of the formative meetings, individual and
group productions (multimedia presentations, video, web quest, virtual interactions among
others). I use the Discursive Text Analysis as a qualitative analysis methodology. That way, I
gave shape to three thematic axises: i) Basic and General Formation to Teaching: significance
of the Teaching experienced in processes of digital scientific literacy; ii) Digital-Scientific
Literacy: the development and its unfoldings; iii) Differentiated Teaching Possibilities:
verbalizations that picture the future teaching practice. The results analysis makes me assume
the thesis that formative experiences accomplished by future teachers in digital scientific
literacy promote the social use of reading and writing skills acquired in the scientifical,
mathematical, digital and mother language fields, and propitiate the elaboration of
differentiated Teaching practices, virtual or not, to the early years of Primary education. I
defend the proposition, based on the results, that it is possible to literate the future teacher of
the early years of Primary education in various ways through a formative design of initial
formation similar to the one proposed in this research. I systematize the formative aspects that
co-existed in this design, which I henceforward consider as a group of fundamental teaching
actions to the formation of the future teacher for the creation of an environment conductive to
the development of the necessary literacies of the social educational demands of this century.
They are: i) teaching with research in class; ii) integration of specific knowledge inherent to
the early years; iii) Partnership(s) in teaching; iv) recursiveness and feedback of the
communication in class. In the same path, I consider the existence of formative elements,
which indicate propellers of differentiated elaboration of proposals in the Teaching as well as
of ideas about teaching in the early years of Primary education. They are: i) the
methodological perspective of inverted symmetry; ii) the development of the meta-teaching
along the formation; iii) Systematic productions of Teaching planning.
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