Possibilidades teórico-metodológicas na educação CTSA: uma vivência de trabalho colaborativo entre professores de ciências dos anos iniciais do ensino fundamental

Abstract

Studies on the relationship between Science, Technology, Society and Environment (STSE) emerge as a way of bringing reflections on the impacts of growing scientific and technological innovations. Schools plays a fundamental role in mediating discussions about STSE education, however, there is a lack of training for teachers to deal with such relations. In this regard, seeking to contribute to the training of science teachers, this qualitative research, with a participatory typology, aims to develop a formative and collaborative experience among science teachers in the early years of Elementary School through a course that articulates curricular references and STSE relations. This course included six participants, teachers working in the discipline of Elementary School Sciences, reached via a questionnaire sent to the internal community of the PPGFCET at UTFPR/Brazil and through contact with Elementary School teachers in Curitiba/Paraná and its metropolitan region. We used Content Analysis (BARDIN, 1977) to evaluate the data, thus presenting this study’s results in three categories, namely: “The importance of formative and collaborative experiences between science teachers”, “STSE Education and IRI in science teaching” and “The difficulties of critical teaching in science teaching”. The results highlighted the importance of collective and collaborative work between teachers, as well as contributed for the insertion of STSE education in the early years of Elementary School through the promotion of discussions and reflections that focus on: problematization, critical thinking, argumentation, decision-making perspective, responsible action and social justice. From carrying the course with science teachers and from this study’s results’ data analysis, we conclude that the activities surrounding the teaching profession are high in complexity and collaborative work is a possible way of approaching challenging situations in the school context. From this research, we also developed an educational product titled “STSE in practice: an experience of collaborative work among Elementary School science teachers”.