Author(s)

Aldo Sena de Oliveira^1,2, Vanessa Lima Bertolazi Simon², Alexandre Simon²

¹Department of Exact Sciences and Education, Blumenau Center, Federal University of Santa Catarina, Blumenau, Brazil.
²University of Blumenau, Blumenau, Brazil.

In this article we present some narratives about childhood from the perspective of history and epistemology. The theme will be interwoven with the discourses that permeate multiple debates that are present in the context of contemporary education, especially from the point of view of scientific literacy. The intention is not to exhaust the theme, given its complexity, but to present some guiding axes from the dialogue where we allow ourselves to understand childhood beyond its ontological meaning and allow us to understand the child as a socio-historical and cultural subject.

Childhood, Scientific Literacy, Epistemology

Oliveira, A. , Simon, V. and Simon, A. (2018) Childhood and Scientific Literacy: Contributions of History and Epistemology. Open Journal of Social Sciences, 6, 216-225. doi: 10.4236/jss.2018.68017.