Elaboração de um instrumento metodológico para ensino CTS a partir do planejamento de sequências didáticas em um programa de residência pedagógica

Abstract

The introduction of the STS approach in basic education is relevant to enable citizen education, as well as in undergraduate courses so that future teachers are better able to relate chemical knowledge to socially contextualized themes, provoking reflections and questions about the relationship between Science, Technology and Society. From the literature review presented in this paper, it was possible to see that despite the high expectations regarding the development of didactic sequences using the STS approach, its appropriation as a curricular activity is still under-represented in the Brazilian educational scenario and in contributing to better teacher training. This thesis presents a methodological tool developed for the development of STS didactic sequences, based on research by Méheut and Psillos (2004) and Aikenhead (1994). This tool was created based on the analysis of three didactic sequences produced by chemistry undergraduate students during the Pedagogical Residency Program (2020- 2022). The analysis of the STS teaching sequences produced revealed that the use of the proposed methodological tool resulted in a more effective integration of Scientific, Technological and Social aspects, improving the structuring and relevance of the lessons. The initial difficulties, such as the disconnection between contents and the lack of student protagonism, were partially overcome, suggesting an enrichment in the educational experience and a possibility for the systematic inclusion of the STS approach in initial teacher training curricula. We therefore believe that the tool presented contributes to improving teachers' planning and pedagogical practice by aligning STS didactic sequences with Brazilian educational guidelines and the students' reality, promoting critical and citizen education.