Ética nos projetos integradores de ciências natureza e suas tecnologias: avaliando livros didáticos do ensino médio

Abstract

The textbook is a tool that supports both the teacher in organizing classes and the student, offering directions for learning. Although educators promote values such as respect and harmonious coexistence, ethics is rarely taught in an applied way, often being restricted to theoretical concepts in disciplines such as philosophy. Furthermore, ethics is considered an inter and transdisciplinary theme necessary for improving the quality of life in society. Therefore, teaching ethics is important and, therefore, teachers must be prepared and believe in the possibility of incorporating this theme into their classes. In science education, the Science-Technology-Society-Environment (STSE) perspective, is interdisciplinary and contextualizing, this makes it possible to explain the ethical dimension of the content. In the new high school curriculum, the use of Integrative Projects has been recommended, together with active and participatory methods, aiming to promote a comprehensive, broader, more dynamic and meaningful education. However, this theme is still very recent. In this context, the main objective of the research was to analyze and understand the ethical dimension of the Integrative Projects present in textbooks in the area of Natural Sciences and their Technologies, considering the importance of ethics and the perspective of STSE education. The specific objectives were: 1) Identify and characterize the literature that relates ethics, STSE education, and textbook; and 2) Identify and describe the literature about Integrative Projects and textbook, based on bibliographic research and literature review; and also 3) Analyze the aspects of ethics present in Integrative Projects of three high school textbook, approved by the 2021 in National Textbook Program, in the area of Natural Sciences and Technologies, from the perspective of STSE education, based on documentary research and content analysis. Because this is a little explored issue, we adopted a qualitative and exploratory approach. The results indicated new research questions and future studies on the presence of ethics content in textbook Integrative Projects, considering the assumptions of STSE education. The dissertation discusses and synthesizes the analysis of 18 Integrative Projects, indicating perspectives for the use of these textbook. We hope that this study can encourage the appreciation of ethics in science teaching, the more critical use of textbooks and the improvement of Brazilian basic education.