Rachel Carson Science Club: Developing Children's Scientific Literacy Through University Extension

Objective: This study presents the experiences conducted within the scope of the Rachel Carson Science Club, highlighting the activities developed in the didactic sequence "Waters in the city of Campo Mourão/PR: A look at the Rio do Campo" and the impacts observed in the participants scientific literacy process. Theoretical Framework: The research is grounded in the Transformative Sustainability Learning Theory, which was used to guide the construction of the didactic sequence and the teaching and learning process of content related to water resources. Method: The methodology adopted is qualitative and involves the participation of 21 fifth-grade students from Basic Education. Regarding technical procedures, we employed action research to integrate theory and practice through direct intervention. To this end, we used logbooks to record and analyze the teaching and learning process. Results and Discussion: The results obtained revealed that the development of the didactic sequence contributed to promoting scientific literacy and constructing a critical awareness committed to sustainability principles. Research Implications: This study provides insights into how the Transformative Sustainability Learning Theory can be applied or influence practices in Environmental Education. Originality/Value: This study contributes to the literature by presenting an interdisciplinary and contextualized approach that connects theoretical content to real-world problems, aiming to promote the development of environmental responsibility in children undergoing schooling.