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Advisor(s)
Abstract(s)
A presente pesquisa aborda a educação CTSA (Ciência, Tecnologia, Sociedade
Ambiente) por meio do conceito de cidadania, no intuito de trazer o seu sentido às aulas
de Ciências da Natureza (CN), no Ensino Fundamental, valorizando a discussão de
questões sócio-científicas/tecnológicas. Outro princípio, em harmonia com o anterior, é a
necessidade de contextualizar o conhecimento científico numa construção crítica,
reflexiva, dialogada e investigativa com os educandos, em associação ao conteúdo
programático, e pelo viés da problematização. Partimos do pressuposto que trabalhar a
educação CTSA requer um “norte”, um tema, de preferência do quotidiano, que organize
os assuntos em torno deste e em conjunto aos elementos do enfoque CTSA. Assim, a
pesquisa desenvolvida visa analisar se este enfoque de exploração da ciência integra as
práticas pedagógicas de Ciências da Natureza do Ensino Fundamental e como a integra.
A metodologia adotada é essencialmente exploratória e qualitativa, em que a coleta de
dados se deu, inicialmente, mediante questionário, com questões estruturadas e abertas,
aos docentes sobre o planejamento de aulas e conteúdos ministrados em CN do 6.º ano
do Ensino Fundamental de Pelotas/RS. Posteriormente foram entrevistados dois dos
participantes como uma forma de coletar mais informações, acerca das práticas
pedagógicas desenvolvidas em CTSA, que permitissem aprofundar e complementar os
dados do questionário. Para a entrevista considerou-se: maior formação combinado com
maior experiência; maior formação combinado com menos idade. A partir das respostas
ao questionário, os dados apontam que todos os professores da amostra consideram muito
importante a abordagem CTSA e alegam que a utilizam de forma mais ou menos
sistemática nas aulas. No entanto, através da análise de conteúdo, por categorias de
afinidades e diferenças, o cruzamento dos diversos dados e a sua interpretação permitemnos
conclusões bem diversas, que apresentamos. A partir das entrevistas também foi
possível inferir, entre outros aspectos, a atualização dos professores a nível de formação,
o que demonstra uma visão aberta para novas metodologias de ensino, contudo não é o
suficiente para a sua inserção nas aulas dos participantes. A pesquisa aponta para algumas
conclusões: mesmo a BNCC trazendo a perspectiva CTSA entre os propósitos de ensino,
os professores investigados não a conhecem ou conhecem-na pouco, com exceção de dois
dos participantes que mencionam ter tido contato, um deles na formação inicial e o outro
na pós-graduação; os professores não ministram as suas aulas de acordo com esta proposta
de ensino, a não ser muito esporadicamente e de forma incipiente; a rede de ensino
municipal não oferece formações pedagógicas com enfoque em CTSA.
The present research approaches STES (Science, Technology, Environmental Society) education through the concept of citizenship, in order to bring its meaning to the classes of Natural Sciences (NS), in Elementary School, valuing the discussion of socioscientific/ technological issues. Another principle, in harmony with the previous one, is the need to contextualize scientific knowledge in a critical, reflective, dialoguing and investigative construction with the students, in association with the syllabus, and through the problematization bias. We start from the assumption that working on STES education requires a “north”, a theme, preferably everyday, that organizes issues around it and together with the elements of the STES approach. Thus, the research developed aims to analyze whether this approach to exploring science integrates the pedagogical practices of Natural Sciences in Elementary School and how it integrates it. The methodology adopted is essentially exploratory and qualitative, in which data collection was initially carried out through a questionnaire, with structured and open questions, to teachers about the planning of classes and contents taught in NS of the 6th year of Elementary School of Pelotas/RS. Subsequently, two of the participants were interviewed as a way of collecting more information about the pedagogical practices developed in STES, which would allow deepening and complementing the questionnaire data. For the interview, we considered: greater training combined with greater experience; greater training combined with younger age. From the answers to the questionnaire, the data show that all the teachers in the sample consider the STES approach very important and claim that they use it more or less systematically in their classes. However, through content analysis, by categories of affinities and differences, the crossing of different data and their interpretation allow us to reach very different conclusions, which we present. From the interviews it was also possible to infer, among other aspects, the updating of teachers in terms of training, which demonstrates an open vision for new teaching methodologies, however it is not enough for their insertion in the participants' classes. The research points to some conclusions: even though the BNCC brings the STES perspective among the teaching purposes, the investigated teachers do not know it or know it little, with the exception of two of the participants who mention having had contact, one of them in the initial training and the other in graduate school; teachers do not teach their classes according to this teaching proposal, except very sporadically and in an incipient way; the municipal education network does not offer pedagogical training focused on STES.
The present research approaches STES (Science, Technology, Environmental Society) education through the concept of citizenship, in order to bring its meaning to the classes of Natural Sciences (NS), in Elementary School, valuing the discussion of socioscientific/ technological issues. Another principle, in harmony with the previous one, is the need to contextualize scientific knowledge in a critical, reflective, dialoguing and investigative construction with the students, in association with the syllabus, and through the problematization bias. We start from the assumption that working on STES education requires a “north”, a theme, preferably everyday, that organizes issues around it and together with the elements of the STES approach. Thus, the research developed aims to analyze whether this approach to exploring science integrates the pedagogical practices of Natural Sciences in Elementary School and how it integrates it. The methodology adopted is essentially exploratory and qualitative, in which data collection was initially carried out through a questionnaire, with structured and open questions, to teachers about the planning of classes and contents taught in NS of the 6th year of Elementary School of Pelotas/RS. Subsequently, two of the participants were interviewed as a way of collecting more information about the pedagogical practices developed in STES, which would allow deepening and complementing the questionnaire data. For the interview, we considered: greater training combined with greater experience; greater training combined with younger age. From the answers to the questionnaire, the data show that all the teachers in the sample consider the STES approach very important and claim that they use it more or less systematically in their classes. However, through content analysis, by categories of affinities and differences, the crossing of different data and their interpretation allow us to reach very different conclusions, which we present. From the interviews it was also possible to infer, among other aspects, the updating of teachers in terms of training, which demonstrates an open vision for new teaching methodologies, however it is not enough for their insertion in the participants' classes. The research points to some conclusions: even though the BNCC brings the STES perspective among the teaching purposes, the investigated teachers do not know it or know it little, with the exception of two of the participants who mention having had contact, one of them in the initial training and the other in graduate school; teachers do not teach their classes according to this teaching proposal, except very sporadically and in an incipient way; the municipal education network does not offer pedagogical training focused on STES.
Description
Keywords
Educação CTSA Educação para a cidadania Ensino de ciências Ensino fundamental