A educação CTSA e as questões sociocientíficas sobre a temática da microbiologia e da poluição atmosférica na formação docente

Abstract

The present study aimed to investigate the contributions of a continuing education course for Science teachers in the early years of Elementary School, focusing on Science, Technology, Society, and Environment approaches and Socio-scientific Issues. This qualitative empirical investigation was conducted throughout 2023. It involved seven 4th and 5th-grade classroom teachers in the discipline of Science in Araucária (PR), through a 20-hour extension course titled “Microbiology and Environmental Pollution under the STSE Approach” at the Municipal Education Department (SMED) of Araucária. The formative activities took place at the SMED premises and in a municipal school science laboratory, integrating theory and practice through conversation circles, oral presentations, scientific text readings, and the collaborative development of lesson plans. The methodology was anchored in the assumptions of Cultural-Historical Theory, specifically the third generation of Activity Theory as proposed by Engeström (2016). Data collection was derived from audio and video recordings, as well as the discursive manifestations of the participants during the training sessions, aiming to identify linguistic clues revealing contradictions— understood as dilemmas, conflicts, critical conflicts, and double bind situations. Data analysis was based on the third generation of the activity system by Engeström and Sannino (2011), allowing for the exploration of relationships between subject, object, instruments, rules, community, and division of labor. This framework enabled the identification of structural and subjective tensions permeating the teaching practice and the institutional conditions of public schools. The results indicate that, although resistance to innovation and institutional weaknesses in science teaching persist, formative actions focusing on SSI and the STSE approach are considered powerful strategies for professional teacher development. The participating teachers expressed interest in continuing education that links theoretical foundations with practical experiences, recognizing the importance of collective spaces for dialogue, critical reflection, and the collaborative construction of knowledge. During the research, discursive manifestations constituting conflicts, critical conflicts, dilemmas, and double bind situations were identified. Perceptions and interactions with the teachers significantly involved themes related to superbugs, microbiology, hygiene, the pharmaceutical industry, industrialization, socio-scientific issues, and interdisciplinarity in Science teaching. The analysis also revealed contradictions in the activity system, primarily between the subjects and the community. Teaching knowledge proved to be grounded in the participants’ personal and professional experiences, acting as critical voices that highlighted gaps between social well-being, scientific and technological controversies, economic interests, and environmental consequences. Although they seek continuing education opportunities, teachers still face limitations, oscillating between resistance strategies and timid participation in the process. This scenario is related to a long tradition of domination faced by female teachers, whose social capital is historically weakened. In light of this, the study reinforces the urgency of continuing education that promotes dialogue between theory and practice, valuing teaching experiences and bringing scientific content closer to local realities. In this sense, the results point to the strategic role of continuing education in promoting a more critical, contextualized, and socially committed scientific education in the early years.