A formação política do professor da Educação Básica mobilizada pela formação dialética: aspectos da Alfabetização Didático-Científica

Attacks on democracy, an anti-dialogical context, and the devaluation of teachers have marked the Brazilian landscape in recent years. Therefore, the term "Didactic-Scientific Literacy" is seen as a potential avenue for mobilizing the political education of basic education teachers. Given the above, this paper offers reflections on Didactic-Scientific Literacy among teachers, based on research conducted in municipalities in Bahia. These reflections are prompted by the question: how can teachers develop students' political consciousness if they themselves lack political education? The aim is to broaden discussions on teacher political education, using the epistemological basis of developing Didactic-Scientific Literacy within the context of dialectical education. The research corpus was compiled using a questionnaire and analyzed using Freirean Discourse Analysis, which highlighted the absence of political knowledge in teachers' pedagogical practice, highlighting the need for ongoing training that fosters political education linked to Didactic-Scientific Literacy.