Processos de ensino e aprendizagem na elaboração de sequência didática interativa utilizando a perspectiva ciência, tecnologia, sociedade e ambiente

Abstract

The research had the intention of investigating how the participants who work in the subprogram of the Licentiate in Chemistry, of the Federal University of Grande Dourados (UFGD), in the Pedagogical Residency Program (PRP), mobilize their knowledge of chemistry, to elaborate an Interactive Didactic Sequence (SDI), using the Science, Technology, Society and Environment (CTSA) perspective, articulated with themes that can contribute to the formation of basic education students for citizenship. The esearchh was of a qualitative nature, with eight participants who experienced an SDI in the format of a Training Cycle (FC), which took place in two distinct stages, remotely via Google Meet, during a school semester, with weekly meetings. There was a third stage that included the elaboration of the SDI and another stage for the presentation of the SDI of each participant, which was presented remotely by Google Meet. The meetings were recorded and transcribed. The instruments used in this research for data collection were the experience report, the transcripts of moments and the researcher’s field diary. The SDI of the participants constituted the corpus of analysis in which four categories were structured a priori: reflection, critical thinking, argumentation and decision making in the CTSA perspective. The data were analyzed by two biases being descriptive qualitative and by Bardin’s (2021) content analysis methodology in the a priori categories. The descriptive qualitative analysis of the data showed that the participants know the STS/CTSA perspective, such as the teaching strategies and themes that can be addressed in the school environment. It was noticed that the discussions, in a study group, partially favored the interactions of the participants when they discussed the scientific articles in the conversation round. It is considered that the SDI proposal on the production of ethyl alcohol aroused the participants’ interest in approaching the CTSA perspective, in view of the COVID-19 pandemic scenario. The analysis of the a priori category Reflection in action or new action in approaching the CTSA, showed that seven of the eight participants demonstrated didactic skills in the elaboration of the SDI in order to highlight the approach of themes from the CTSA perspective and enable activities focused on the discussion of the problems TC socio-environmental measures against the strengthening of the citizenship formation process of basic education students, if applied. The analysis of the a priori critical thinking category showed that seven participants elaborated the SDI to make it possible to approach themes from the CTSA perspective to promote critical discussions based on scientific knowledge and strengthen the citizenship formation of basic education students, when applied. The analysis of the argumentation category showed that six participants built the SDI to approach themes from the CTSA perspective and enable the discussion so that students can analyze, elaborate and defend their arguments based on scientific knowledge in the face of the problems of CT activities. The analyzes of the decision-making category showed that seven participants prepared the SDI with a view to approaching themes from the CTSA perspective to discuss positions and make decisions regarding the social and environmental demands of CT activities. Therefore, it was possible to point out that the actions developed in this research contributed, potentially, for the PRP/UFGD chemistry undergraduates to elaborate intervention proposals to approach themes from the CTSA perspective to discuss and dialogue about the problems of CT activities and that it makes it possible to strengthen the citizenship formation of basic education students, when they are worked in the school space. Finally, we highlight the need to strengthen discussions on the STS/CTSA approach in initial teacher training and to create opportunities for activities that include experiences such as those in the PRP.