Educação CTS como problematizadora de temas sociais vinculados a questões sociocientíficas: contribuições à formação de professores de química

Abstract

Reflecting on initial teacher training goes beyond conceptual issues. In contemporary times, in the face of political, social and cultural changes, it is necessary to think about approaches that can help prepare future teachers to develop in their students postures that reflect conscious and responsible attitudes when they are faced with situations that demand a critical and ethical position. STS Education emerges as a possibility because it encompasses both scientific training and citizenship training (SANTOS; AULER, 2011). In view of this, this study aims to discuss the contributions of Socio-scientific Issues to the development of Conceptual, Procedural and Attitudinal dimensions, according to Conrado and Nunes Neto (2018), in the initial training of Chemistry teachers at UNIPAMPA. The research was carried out in the Chemistry Degree course at UNIPAMPA, Campus Bagé, in the Production of Didactic Material for Chemistry Teaching class, during the period of the Covid-19 Pandemic. As this is an atypical period, synchronous classes were taught through the Google Meet platform. The teaching intervention had the participation of nine undergraduates, a teacher responsible for the component and the researcher. The question that this research seeks to answer is: What is shown in the Conceptual, Procedural and Attitudinal (CPA) dimensions in the initial training of Chemistry teachers from the approach of the methodological strategy of the QSC? As instruments for obtaining data, the following were used: transcription of classes, webfolio, as well as the Thematic Units (UT) produced by the students contemplating the use of the QSC. The data were submitted to Discursive Textual Analysis (MORAES; GALIAZZI, 2016).The research results are organized into three a priori categories, namely: Unveiling the Conceptual dimension in initial teacher training, which was present during the immersion and teaching intervention, either through the description and debate of some facts and principles, or in the argumentation of undergraduates to explain phenomena based on concepts worked at the university; The findings referring to the Procedural dimensions, related to the way the undergraduates organized their proposed Thematic Units, based on the experiences lived in the course, including the guidelines of the curricular component; and The commitment of undergraduates to the Attitudinal dimension, clarifying the thinking and acting of students in the face of the issues discussed, according to their beliefs and values. The results showed that the QSC have the potential to be incorporated as a strategy in the training curricula of Natural Sciences teachers, as they make it possible to promote a broader view of Science and Technology, especially since they tend to reveal the student's reality through perspectives that have not yet been glimpsed.