Formação continuada e a perspectiva da educação CTS: contribuições para o ensino da geografia escolar com foco na alfabetização científica e tecnológica

Abstract

The present study aimed to analyze to what extent a Continuing Training (CT) course for Geography teachers from the perspective of Science, Technology and Society (STS) education can contribute to the teaching of School Geography in regular basic education classes, State Public Network of Paraná, belonging to the Regional Education Center of Ponta Grossa, aiming at Scientific and Technological Literacy (STL). The study was developed with sixteen teachers who proposed to participate in continuing education, producing and applying plans from the perspective of STS education. This research is classified, in terms of nature, as applied. The questions raised in this study will be analyzed using methodological research procedures that will follow a qualitative data approach, through action research methodology. To collect data, techniques were used such as: questionnaires, via Google Forms, with open and closed questions; class recordings; portfolios; reports; interviews recorded via Google Meet; and plans duly posted on the Google Classroom platform and prepared according to the nine aspects of the STS education perspective. The data obtained during Continuing Training were analyzed based on Laurence Bardin content analysis, which is an approach that moves between content analysis and discourse analysis. The main results of the research highlighted gaps in the training and knowledge of Geography teachers with regard to the perspective of STS education. Continuing training, from the perspective of STS education in the pedagogical practice of Geography teachers, presents itself as a possibility to address contemporary challenges, which demand solutions that involve not only geographic knowledge, but also involve scientific knowledge, technological and social in an integrated and more comprehensive way. This approach prepares students to become critical and active citizens in society. During Continuing Training, teachers were able to deepen their understanding of issues relating to the interactions between science, technology and society, a fact that culminated in the beginning of the ACT process in the School Geography classroom. As a final product, an e-book was created containing the pedagogical practices resulting from the Continuing Training course from the perspective of CTS education, supporting practices and the dissemination of the teaching of School Geography from the perspective of STS education, aiming at scientific and technological literacy.