Bebidas alcoólicas e educação CTS: desafios e contribuições para a formação continuada de professores de Ciências

Abstract

This study aims to understand the possibilities and challenges of STS Education (Science, Technology and Society) in the training of Natural Science and Technology (NST) teachers during the development of a Continuing Education (CE) process. This dissertation is divided into two parts, which comprise a total of three articles. The entire research was designed from a qualitative approach, following the principles of content analysis proposed by Bardin, using emergent categories. The first article aimed to understand how the CE processes of NST teachers linked to STS Education are taking place. The research starts from a bibliographic survey, in which the contributions of the CE processes in which the participants were involved were identified. The research results integrate three categories: 1) Evolution of conceptions about STS Education; 2) Integration and collectivity and 3) Reflection on the practice itself. The second part of the study, on the other hand, contemplates the two other articles, focused on the development and analysis of a CE process, with four teachers from the NST area, working in a school of the state education network of a municipality in the northwest region of the Rio Grande do Sul. The training process took place in 6 meetings, on the school premises, during the first half of 2022. In this context, the second article aimed to understand the teaching profile of the participants in the CE meetings, as well as to present a survey of their initial perceptions about the interactions between STS. The empirical material of the research was constituted with the aid of a questionnaire and its analysis allowed discussions about two categories: 1) The pedagogical practice as a Science teacher and the planning of classes and 2) The teaching of Science from themes and the relationships between STS. Finally, the last article, which aimed to identify and analyze the contributions and challenges of the CE process carried out. The constitution of the empirical material took place through a semi-structured interview with the training participants. Based on the analysis of the material, two categories were discussed: 1) The collective training space and its contributions to the understanding and development of a theme under STS Education and 2) The Limitations and challenges when developing a theme under STS Education in a process of continuing education. It is concluded that all investigative movements carried out in this study pointed to the importance of expanding and monitoring training practices for STS Education, both in the context of continuing teacher training and in other school settings. In addition, it was revealed that the CF processes from the perspective of STS Education provide possibilities for discussions and reflections in the area of NST, as well as contributing to its expansion. In summary, the research emphasizes that it is necessary to contextualize the current situation of the Brazilian educational system, working conditions and teacher training in order to achieve the effective implementation of STS Education in Brazil.