THE ROLE OF READING COMPREHENSION IN SCIENCE CLASSES FROM TEACHERS’ PERSPECTIVES

Abstract

This article investigates primary school teachers’ perceptions of the role of reading comprehension in Science education, with a particular focus on the use of scientific popularization texts. The qualitative and descriptive study involved 11 fifth-grade teachers from public schools in a municipality in the state of Bahia, Brazil. Analysis of questionnaire responses revealed that although teachers recognize the importance of reading in fostering critical thinking and scientific literacy, there is a lack of systematic pedagogical strategies that effectively integrate reading into Science instruction. The study highlights the need for teaching practices that promote the articulation between reading, scientific language, and teaching practice, aiming to foster more meaningful and critical learning.