Formação continuada de professores dos anos iniciais para o ensino de ciências com enfoque cts: um olhar à luz da BNCC

Abstract

This study aimed to analyze how a continuing education course in science education, aligned with the perspectives of BNCC and the CTS approach, can assist the pedagogical work of elementary school teachers in the early years of promoting Scientific and Technological Literacy. The study was carried with nine (9) elementary school teachers - the early years teachers in Ponta Grossa city - Paraná State. The methodological approach used was qualitative, where the referral was based on the principles of “action-research”. The data collection techniques were: audios, field diaries, reports, questionnaires and activities developed by the survey participants. Data were discussed using content analysis proposed by Bardin. The main results reveal the teachers' lack of knowledge about Science, Technology and Society (CTS in Brazilian Portuguese) and Scientific and Technological Literacy (LCT in Brazilian Portuguese) approach, in addiction the teachers' difficulties in developing a pedagogical practice in science teaching and they also have subjective knowledge related to the legal document that supports education in the country, the Base Nacional Comum Curricular (BNCC). To overcome these difficulties, a Continuing Education (FC in Brazilian Portuguese) course was proposed, offered in the area of science education with a CTS focus under the rules of BNCC, with the aim of promoting the LCT. It was noticed that the insertion of the CTS approach together with the proposals of the BNCC constituted a strong ally in the consolidation of the construction of scientific and technological knowledge that emerges from society. The FC was developed through an extension project in partnership between the Universidade Tecnológica Federal do Paraná, Campus Ponta Grossa and the Secretaria Municipal de Educação do município de Ponta Grossa, which made it possible to bring the school closer to the university, making possible that the university fulfill its social role of quality in science education. The FC offered to the participating teachers the opportunity to build, based on the theoretical contribution, planning for science teaching with a CTS`s focus achieving and (re) building the pedagogical practice. Participants were willing to contribute their experiences and also opened up to new knowledge that could lead them to a change in their praxis. This study provided an opportunity to modify the thinking about science teaching, strengthening the importance of this teaching from the early years of elementary school.