A reforma do ensino médio: um olhar para os documentos que orientam a área de Ciências da Natureza e suas tecnologias e as aproximações com a educação CTS

Abstract

This research consists of analyzing changes in the High School curriculum regarding the area of Natural Sciences and its Technologies (CNT). Curriculum reconfiguration proposes the construction of a curriculum based on skills and abilities to be developed in schools and organized in curriculum documents in a way that helps teachers guide students towards a more autonomous and responsible path so that they can be successful in their professional choices. and in life in society, but it is important to understand what these changes are in documents and how they are being developed in schools. In this sense, we seek to understand whether the skills to be developed will contribute to the understanding of the world that students need to develop and will make them capable of acting through more responsible and collaborative actions in relation to their own lives and their surroundings. . In this way, the present research has the general objective, based on the analysis of documents and questionnaires, to understand the new organization of High School in the CNT area, as well as how these changes are being understood by teachers and coordinators of schools belonging to the 14th Regional Coordination of Education of Rio Grande do Sul (CRERS) we also aim to identify approaches to the assumptions of Science-Technology-Society Education (CTS) in the organization and development of High School. Starting from the problem and general objective, the research was divided into specific objectives, thus, it is subdivided into chapters, each of which corresponds to an article submitted or to be submitted independently. The first two chapters correspond to bibliographical reviews, their results contributed to the theoretical contribution of this dissertation, which focuses on the rapprochement between curricular changes and CTS references. The third chapter deals with research based on a questionnaire on curricular changes, being developed together with teachers and supervisors in the CNT area who make up schools belonging to the 14th CRERS. Through the analysis of all possible data in the stages of this research, we observed that the High School reform brought many a priori definitions, loaded with economic, social and political interests that highlight a process that is difficult to be democratic and flexible. This study sought to reduce the cloudiness and the sun's rays began to appear little by little, leaving us with questions that future studies will be able to answer, as the curricular organization continues to take place.