Leitura de imagens fílmicas: alternativa para a inserção da educação CTS na formação inicial de professores de ciências e biologia

Abstract

Initial teacher Education is recognized as essential to the guide construction of more critical teaching and for changes to be implemented in education scenario. Thereunto, implementing educational processes with a more problematizing, reflective, dialogical, interdisciplinary, contextualized, and democratic approach, to contribute for citizenship education, as proposed by CTS education is necessary. In line with this perspective, film resources may be considered as allies in these processes. Therefore, this research had as aim at analyzing contributions by the use of filmic images from the series Anne With an E to introduce STS in a group of Biological Sciences faculty. It is constituted as an applied, qualitative field, explanatory research, and regarding the guiding question, it is characterized as documentary and interventional research. Students of the Biological Sciences Faculty of the State University of Paraná, Campus União da Vitória, Paraná, participated in the research. Data were analyzed through analysis matrix of CTS interrelationships in film products and Content Analysis. Research was organized into five stages: documentary research; filmic image analysis; Didactic Sequence (DS) elaboration; DS application; and description and analysis of results. Results of documentary research indicated that the series analyzed covers several themes that raise SocioScientific Technological issues, which may be used for STS perspective education, enabling discussions on situations which involve current social issues related to science and technology. Furthermore, a prevalence of the expanded perspective in the analyzed scenes was found. However, some indicators of the reductionist perspective were also present, which could contribute to the perpetuation of myths attributed to science and technology. It is considered that the use of its episodes as didactic resource contributed to the students’ scientific and technological literacy (STL). However, the need for a prior critical analysis by the professor regarding the present STS conceptions is recognized and may even expand such discussions later with the students. From the results obtained through the intervention research, it was verified that the series subsidized a pedagogical practice in a dynamic way, aroused interest, enabled debate on STS interrelations and on didactic transposition in teaching-learning process, providing opportunities for an education for critical, democratic, and respectful coexistence. Still, DS was constituted as a scientific and technological product of this research, elaborated as an ebook that might be used as support for didactic purposes, to insert STS education using as didactic strategy the television series resource in teaching. Finally, recognizing limitations and potentialities for future research, the need for discuss more broadly about CTS education in initial teacher training courses is pointed.