A educação CTS na formação de professores de Ciências: implicações oriundas de uma proposta no novo Ensino Médio

Abstract

This study aims at developing and understanding a proposal for Continuing Education (FC) for science teachers in the New High School, based on Science-Technology- Society Education (CTS). The research problem consists of answering the following question: What is shown in the practice of science teachers, based on CTS Education, in the New High School? The research is based on a qualitative approach, according to the principles of Discursive Textual Analysis (ATD). The first part of the investigation aimed at identifying research linked to CTS Education in High School Education through a bibliographic review in the Digital Library of Theses and Dissertations (BDTD).The results were organized into two final emerging categories: (1) Implications of school reality and student motivation on teacher training and practice, with a CTS perspective; (2) Trajectories and results of teacher training and practice, with a CTS perspective, in High School education, and show a weakened school reality, limited teacher understanding of CTS and a lack of collective and interdisciplinary planning. The second and third parts of the research are linked to the CF process developed with the science teachers. In this context, the first part of the empirical research aimed at designing and developing a CF proposal for science teachers based on CTS education, linked to the New High School Education. We used a semi-structured interview as a research instrument, carried out at the first training meeting and, through the ATD, we obtained two emerging categories: (1) Teacher knowledge and possible changes in science teaching through the IFA; (2) Relationship among ACT, CTS Education and the New High School: an occupation based on teacher knowledge. The results demonstrate possible relation between Biology and health issues, the articulation among teaching knowledge and the transformation of teaching practice based on Action Research-Training (IFA), and the possibility of consolidating human and moral values in favor of human dignity. The second part of the empirical research aimed at understanding the CF process of science teachers and their perceptions of STS education in the New High School Education. The semi-structured interview on the training process, developed with the science teachers, analyzed by the ATD, provided the data for the emergence of two final categories: (1) Weaving threads with research needles from the training process in CTS Education: CF by area, at school; and, (2) The limits in weaving the threads to work with CTS Education in NEM: the professional context, planning by area and the reduction in the workload of General Basic Education (FGB). The results of the research point to the expansion of teachers' knowledge about CTS, interdisciplinary work and the reflective process of investigation as potential in science teaching. On the other hand, they point to the professional context, the lack of planning by area and the reduction in FGB as obstacles that limit CTS education at the NEM.