Formação docente e espaços comunicativos em abordagem de questões sociocientíficas na educação básica

Abstract

This study is justified by the need to expand formative practices aimed at the critical appropriation of scientific and technological knowledge by teachers and students in Basic Education. The aim is to problematize aspects of Education in Science, Technology, Society, and Environment (STSE) in Socioscientific Issues, with contemporary transversal themes in the training of Science and Mathematics teachers and in educational practices in Basic Education. In this context, the present work arises with the following research problem: Within the realm of communicative spaces in Socioscientific Issues, how does a group of Science and Mathematics teachers conceive the study of their own practice in the search for a critical pedagogy of learning? What are the likely systemic obstacles to be overcome to achieve critical teacher training and practice in the scope of Socioscientific Issues? Considering the research problem, the objectives of this study focused on identifying and analyzing practical and theoretical elements and functions that either facilitate or hinder reflections, discussions, and educational practices with Socioscientific Issues in the educational environment. In a training proposal for the group of teachers, it also aimed to seek joint solutions for practical educational problems in the communicative and collaborative spaces established with Science and Mathematics teachers in pedagogical practice with Socioscientific Issues. The study involved an action research process in which the subjects were the researcher teacher as a doctoral student representing the university and a group of seven Basic Education teachers. Ten training meetings were held for studies through the Google Meet platform. The texts for prior reading by the participants were hosted on the Google Classroom platform of UTFPR. The virtual meetings were recorded and described by the researcher, and the dialogue events were transcribed, which served as material for data analysis. The data were analyzed according to the methodological approach of Content Analysis, considering the conceptions of Jürgen Habermas’s Theory of Communicative Action to infer analysis categories for propositions of interpretations about the meanings of the communications established in the research context. The results indicate that the practical objective of enabling communicative spaces to plan educational practices in the realm of Socioscientific Issues was successful. In the research, this action is understood as a composition of space to contextualize and conceive the potential of communicative action in the quest to establish environments that achieve critical and emancipatory education. In response to this process, it is also indicated that the obstacles to be overcome in this group in establishing a communicative space stem from communication, content and method mastery, rules of coexistence, forms of imposition, among others. However, in the educational field, regardless of these obstacles, the group has common goals, and these can serve as a backdrop for possibilities of understanding and joint construction in the practicaleducational process.