A educação Ciência-Tecnologia-Sociedade nos cursos de Física das instituições brasileiras

Abstract

This work consists of a dialogue about the presence of Science-Technology-Society (STS) education in Physics undergraduate courses, considering the challenges faced in preparing teachers for the teaching-learning process. In this context, the use of CTS education provides a more comprehensive and contextualized view of sciencetechnology and its relationship with society. Therefore, it becomes essential to problematize whether there is the presence of CTS education in various areas of learning and, in this case in particular, in Physics teaching, besides considering the context of how these tools are introduced and studied in teacher training. Thus, we analyze: If, and how does CTS education appear as a curricular component in Physics courses at Brazilian universities? In the search for the solution to this problem, our objective was: To identify and characterize the approach given to CTS education in the Pedagogical Curricular Project (PPC) of Physics undergraduate courses in Brazil; to analyze if the menus of Physics courses in Brazil present/address in some way the CTS education; to investigate through the texts, similarities presented. In the theoretical and methodological scope, the research of bibliographical character, used the Textual Discourse Analysis, in which the corpus of analysis was composed by the PPC of the Physics courses of the Brazilian institutions that composed the Folha University Ranking 2019. After deconstructing and analyzing the corpus, two categories emerged as results: CTS education as a basic or optional curricular component; CTS education in other contexts. As a result, it was noted that in Physics courses, both the Bachelor's and Teacher's programsencourage reflection on the responsibilities in making undergraduates, scientists and aware, responsible and engaged citizens, taking into account the history of CTS education considering the socioeconomic impacts of scientific innovations and the promotion of public participation in science-technology.