Currículos com enfoque CTS e práticas educativas interdisciplinares: possibilidades e desafios

Abstract

With the understanding that to understand a real problem or understand open situations involving Science-Technology, the purely scientific knowledge often worked in the classroom are not enough, in this perspective, we investigate: how are developed themes perspective Science-Technology-Society (STS) in Basic Education and what the difficulties faced by teachers in developing these? In order to identify and analyze possible difficulties and advances by teachers to develop work in the classroom on curricular perspective STS approach. This follows, methodologically, according Textual Analysis Discourse, in which the analysis is structured in three stages: unitarization, categorization and communication. Where the results will be presented in two categories: curricular perspectives developed in the classroom and curriculum structure in Basic Education. Demonstrating that the concern of teachers becomes not only methodological and yes, a curriculum reform.