SCIENTIFIC LITERACY AND SUSTAINABILITY: THE SCHOOL NEWSPAPER AS AN INTERDISCIPLINARY LEARNING SPACE

Abstract

This study aimed to examine the interplay among scientific literacy, sustainability, and interdisciplinarity in basic education, through the development, implementation, and analysis of a teaching sequence focused on creating a school newspaper. The research, which employed a qualitative approach and was characterized as action research, was conducted at an Integrated Public Education Center (CIEP) in Belford Roxo (RJ) with 9th-grade classes. It was based on an educational product (EP) in e-book format designed to guide the production of journalistic texts, the investigation of the local area, and the discussion of socio environmental issues. The methodological process included an initial diagnosis using a mind map, collaborative planning with teachers of Science, Geography, History, and Portuguese, as well as reading, research, and writing activities. Data analysis was performed using the Free Interpretation Analysis method. The results demonstrated that the school newspaper, as an interdisciplinary practice, fostered the development of scientific literacy indicators—such as conceptual understanding, inquiry, and argumentation—while broadening students' ability to interpret the world and encouraging sustainable attitudes. The implementation of the e-book activities fostered student engagement, critical reading, and the internalization of scientific concepts, thereby strengthening the sense of belonging and the understanding of socio-environmental dimensions.