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Advisor(s)
Abstract(s)
A concepção de Ciência na sociedade atual (ainda) está imbricada nas ideias de neutralidade e isenção de falhas. Entretanto, episódios históricos colocaram à prova essas certezas, surgindo a necessidade de intervenção no desenvolvimento da Ciência por meio de mecanismos que possibilitem monitorar suas intersecções com a sociedade e a tecnologia. Logo, o enfoque Ciência, Tecnologia e Sociedade (CTS) entendido como a transposição para o contexto escolar das discussões do movimento CTS, passa a integrar os currículos do Ensino de Ciências por volta de 1970. A fim de operacionalizar os conhecimentos em CTS, o Livro Didático é um instrumento amplamente empregado na escola. Essa pesquisa objetivou analisar a articulação do enfoque CTS em livros brasileiros e portugueses do último ano do Ensino Médio/Secundário. A partir da metodologia de Análise de Conteúdo, identificamos que, de maneira geral, os livros apresentam com maior frequência trechos que englobam inovações científicas e tecnológicas. Todavia, as questões históricas, que poderiam promover momentos de reflexão acerca da ciência e da tecnologia, foram encontradas em menor número. Sinalizamos a importância de investigações mais aprofundadas a fim de explorar (novas) problemáticas e soluções quanto a transposição dos saberes CTS nos livros, reafirmando a relevância do papel desempenhado por estes na escola.
The conception of Science in today's society is (still) imbricated in the ideas of neutrality and exemption of flaws. However, historical episodes have put to test these certainties, arising the need to intervene in the development of science through mechanisms that allow monitoring its intersections with society and technology. Therefore, the Science, Technology and Society (STS) approach, understood as the transposition to the school context of the STS movement discussions, starts to integrate the Science Teaching curricula around 1970. In order to operationalize knowledge in STS, the Textbook is an instrument widely used in school. This research aimed to analyze the articulation of the CTS approach in Brazilian and Portuguese textbooks for the last year of High School/Secondary School. Using the Content Analysis methodology, we identified that, in general, textbooks more frequently present sections that encompass scientific and technological innovations. However, the historical issues that could promote moments of reflection about science and technology were found in a smaller number. We point out the importance of further investigations in order to explore (new) problems and solutions regarding the transposition of CTS knowledge in books, reaffirming the relevance of the role played by these books in school.
The conception of Science in today's society is (still) imbricated in the ideas of neutrality and exemption of flaws. However, historical episodes have put to test these certainties, arising the need to intervene in the development of science through mechanisms that allow monitoring its intersections with society and technology. Therefore, the Science, Technology and Society (STS) approach, understood as the transposition to the school context of the STS movement discussions, starts to integrate the Science Teaching curricula around 1970. In order to operationalize knowledge in STS, the Textbook is an instrument widely used in school. This research aimed to analyze the articulation of the CTS approach in Brazilian and Portuguese textbooks for the last year of High School/Secondary School. Using the Content Analysis methodology, we identified that, in general, textbooks more frequently present sections that encompass scientific and technological innovations. However, the historical issues that could promote moments of reflection about science and technology were found in a smaller number. We point out the importance of further investigations in order to explore (new) problems and solutions regarding the transposition of CTS knowledge in books, reaffirming the relevance of the role played by these books in school.
Description
Keywords
Ensino de Química Abordagem CTS Livro didático
Citation
Souza, Thalles Pinto; Müller, Maykon Gonçalves; Mesquita, Cristina (2022). A abordagem Ciência, Tecnologia e Sociedade no Ensino de Química: uma análise exploratória dos livros didáticos brasileiros e manuais escolares portugueses. Revista Insignare Scientia. ISSN 2595-4520. 5:1, p. 354-376
Publisher
Universidade Federal da Fronteira Sul