Abordagem CTSA para o ensino de química: reflexões sobre suas potencialidades no estágio curricular

Abstract

This thesis investigates the potential of the Science, Technology, Society and Environment (STSE) approach in Chemistry teaching, taking the supervised internship as a privileged space for praxis and teacher training. The general objective is to investigate the possibilities of articulating the concepts of Natural Sciences through the STSE approach during the Chemistry Degree course at UFJF. The theoretical foundation of STSE education was based on authors such as Santos (2007, 2008), Santos and Mortimer (2000, 2001) and Conrado and Nunes-Neto (2018). The research adopted a qualitative nature, based on Narrative Research, through the perspective of Clandinin and Connelly (2015), which allowed the recognition of teachers as protagonists and the understanding of formative experiences in specific contexts. The methodological path was structured in three integrated movements, in direct dialogue with the findings of the study. Initially, the document analysis revealed that, although institutional guidelines advocate for critical and interdisciplinary training, the STS (Science, Technology, and Society) approach still lacks consolidation as a structuring axis in undergraduate curricula, appearing in a rather vague way. Secondly, listening to teacher educators in Basic Education and Higher Education, through interviews and narratives, allowed us to perceive what we call implicit practice: many teachers mobilize principles of contextualization, generating themes, and connections to daily life, but encounter gaps in the theoretical systematization of the STS framework and deal with constraints that strain pedagogical work. Among these constraints, the marks of the precariousness of praxis and the effects of the reduction in teaching hours in the New High School curriculum stand out, narrowing didactic time and hindering the work on controversial and socially sensitive topics. In response to these weaknesses, and also as a formative initiative, the third movement consisted of the development and application of the Educational Product: an extension course focused on teaching Chemistry through the STS (Science, Technology, and Society) perspective and on Socioscientific Issues (SSI). The results indicate that this formative and investigative space contributed to shifting understandings, expanding didactic repertoires, and strengthening teacher authorship, favoring the understanding of Chemistry as a language of reading and intervening in the world and reconfiguring the internship as a space for praxis. At the same time, theworkload, the lack of institutionalized time for collective study and planning, and the need to more closely monitor the proposals implemented in schools point to directions for improving the course in future editions. Practices such as the Mock Trial and the collaborative development of cases favored the strengthening of teacher authorship and the re-signification of Chemistry as a language of reading and intervening in the world, highlighting an ethical-political movement that permeates pedagogical choices. The investigation concludes that supervised internships, when guided by a STS (Science, Technology, and Society) perspective, cease to be a bureaucratic requirement and become a territory of resistance and social transformation, capable of providing a more realistic and engaged relationship with daily school life.