Contribuições da educação científica CTS para o ensino integrado: atenuando o dualismo e a fragmentação escolar

Abstract

This thesis presents a discussion concerning education of sciences in the context of secondary education integrated to professional training. It is based on the premise that the formative objectives of traditional science education are not sufficient when it comes to the formative aspirations of secondary education integrated to professional training. Overall, secondary education integrated to professional training seeks to balance the dualistic and fragmentary characteristics of Brazilian education through formations that combine canonical with professional knowledge. Therefore, the search for more appropriate alternatives for scientific education is made necessary to the scenario and challenges of secondary education integrated with professional training. Faced with this context and the consolidation of the education project integrated with professional training, this thesis suggests that humanistic approaches for scientific education would be more applicable for this scenario. In the context of the research, the STS/STSE approaches were selected for scientific education as a work perspective. Thus, the research aimed to understand what the contributions of Physics teaching would be through STS/STSE approaches for the context of education integrated to professional training. In order to make the research feasible, the thesis had a methodological approach that included, at first, semi-structured interviews with four teachers of technical subjects of an integrated technical course that dealt with their perceptions in regard to the students' learning processes. Following teachers' interviews, fourteen students from an integrated high school class were also interviewed with the aim of providing information on the perceptions of these students about the relationship between science education and professional training in the context of secondary education integrated with professional training. The methodology also contemplated the elaboration of an STS / STSE approach for the teaching of Physics and its practical application in two classes of intermediate courses integrated to professional training. As a consequence of applied research, a sequence of STS / STSE teaching for Physics teaching is suggested in the study as a technical production. The findings of the research allow to highlight that the teachers of the technical area investigated perceive the integration between knowledge and people as a strategy for the appreciation and promotion of the professional formation in the context of the education integrated to the professional training. Students note that the relationship between professional and scientific knowledge facilitates learning and encourages them to understand scientific and professional knowledge in a broader way. On the other hand, the data of teachers and students agree to emphasize that school fragmentation persists in integrated secondary education, so that its consolidation presents itself as a challenge. Regarding the applied research findings, it is worth noting that the teaching approach led to the production of broader understandings of reality and a more student-centered scientific education, considering the social, technological and natural context of the students, as well as their interests. There were also indications of the valorization of professional knowledge on the part of the students in the development of the activities of the teaching approach.