A perspectiva da alfabetização científica no ensino de química:

This bibliographical research investigated which aspects of Scientific Literacy (SL) stand out in Brazilian research in the area of Chemistry Teaching (CT). The textual corpus of analysis included 24 theses and 164 dissertations, interpreted with the aid of the IRAMUTEQ software and Discursive Textual Analysis (DTA). The theoretical perspectives observed are congruent with the already consolidated literature on SL. Associations between didactic aspects and the occurrence of SL are considered relevant, however, signs of weaknesses regarding these approaches in teacher training processes are presented. The Meaningful Learning Theory (MLT) prevailed as the main reference linked to didactic actions, making it possible to infer connections between meaningful learning and SL. The correlations presented come, for the most part, from empirical investigations, suggesting the need to develop research that promotes dialogue between theoretical learning references, didactic aspects and SL, contributing to expanding the theoretical approaches to this field of study.