CTSA e as mudanças climáticas: aspectos latournianos em uma sequência didática

Abstract

It is a fact that there is a world environmental crisis marked by a sequence of interconnected problems, such as Climate Change, which demand a commitment from society to overcome this scenario. The theme of education for sustainability, incorporated in the school space, especially in Science Education. The concern with the training which promotes the critical insertion of subjects in a world of humankind crises, is a watershed for Brazilian teaching-learning process. This study aimed to analyze the insertion of the Science, Technology, Society, and Environment (STSE) approach in the development of a didactic sequence on the theme of Climate Change and its relations with Thermodynamics, supported in the perspective of Science in Action by Bruno Latour. The study can be characterized as a participatory observation research, of a qualitative nature and of an interventional type, carried out in a 2nd year of high school class of a public school in the metropolitan region of the city of Curitiba, state of Paraná Brazil. The constitution of the data was carried out through a Didactic Sequence, organized in four stages in the discipline of Physics. The research corpus consisted of reports of discussions in the classroom, activities carried out by students, logbooks written by the researcher teacher and analyzed in the light of the Content Analysis method. The guiding principles of STSE education guided the construction and analysis of the development of the Didactic Sequence, the execution of which enabled students to approach the constituent elements of STSE education, such as sustainable development and the nature of science. The results showed that students already have understandings about the theme of Climate Change and that STSE education allowed them to realize the need to study sustainable development in the school context to carry out actions that can be carried out individually to slow down this degradation process from nature. There is a perception that citizens need to be aware of responsible action to transform society. The students deconstructed some reductionist conceptions regarding technology.