Imagens para a educação CTS: uma proposta para o ensino de ciências

Abstract

Each year we see an increase in the number of proposals for projects and content with STS (Science, Technology, Society) Education in the classroom. Reis and Galvão (2005), Freitas et al. (2006) argue that the non-inclusion of controversial topics in Science Education may somehow end up contributing to the transmission of distorted ideas that normally describe science as non-controversial or neutral. Despite the use of images in Natural Sciences Education (Biology, Chemistry and Physics), we observe that few studies on images are carried out in these areas, and this is expressed in the lack of training on the subject in undergraduate courses. Thus, we observe difficulties in relation to the use of images due to the lack of studies, research and methodologies that contribute to the training of researchers and teachers on images. This difficulty in relation to the reading/analysis of images was observed during courses taught by advisors in Postgraduate Programs and those that I participated in as a student, with regard to images. And we ask: How can studies and research in the theoretical field on the theme of Image, especially related to STS Education, contribute to theoretical-methodological references for the area of Education? To answer this question, we have listed as a general objective, to investigate how studies and research in the theoretical field on the theme of Image, from the perspective of STS Education, can contribute to the construction of theoretical-methodological references for the area of Education. The thesis we defend is that the approximation of studies on the theme of Image, focused on STS Education, contributes to expanding theoreticalmethodological references for the area of Education. The research was prepared in the Multipaper format, and is organized into six chapters. This research is qualitative in nature. Each chapter will have a specific methodology. In addition to the introduction, we have five more chapters that make up the thesis. In Chapter Two, we recognize the themes and history of STS. In Chapter Three, we interpret theoretical references on image analysis, as well as Interdisciplinary Image Analysis with a STS Focus. In Chapter Four, we demonstrate the use of images with a STS Focus by students and teachers in the area of Education. In Chapter Five, we present the step-by-step process of the Image with a STS Focus and Teacher Training Course, which provided opportunities for study and discussion on image analysis. Finally, in Chapter Six, we produce the teaching material on Interdisciplinary Image Study for STS Education. We believe that our thesis that the approximation between studies on Image for STS Education contributes to expanding theoretical references for the area of Education was realized throughout the research, in order to build a new methodology for working with STS within the field of Education using still images inside and outside the classroom.