Formação de professores no enfoque CTS: uma revisão sistemática de literatura do tipo integrativa

Abstract

Many discussions have arisen within the scope of the implementation of approaches in Science, Technology and Society (STS) in teacher training, in view of the importance of changes in the traditional teaching model. This consolidation does not occur, as there are some aspects in Science teaching that must be evaluated in relation to its principles and objectives. STS interactions are often seen as a motivating factor, but there are also those who defend it as an essential factor for understanding both students and teachers in Science and Technology (CT). This work presents a systematic literature review of the integrative type, of studies already published by other authors, on the subject of teacher education in the CTS approach, allowing the identification of gaps present in these researches. As a general objective, we sought to understand what the community of researchers in Science Education, from 2006 to 2021, has provided in terms of knowledge about teacher training in the STS approach. The methodology of systematic literature review, of the integrative type, carried out in journals present in the Web of Science database, followed six steps: identification of the theme and selection of the research question; establishment of inclusion and exclusion criteria; identification of pre-selected and selected studies; categorization of selected studies; analysis and interpretation of results; and presentation of the review/synthesis of knowledge. The categorization of the works provided the identification of gaps such as the absence of STS practices in teacher education. Among the results, it is highlighted that Latin American countries are the most interested in the theme. Among the authors most cited in the works, Aikenhead stands out. Finally, in view of the discussions presented, it is argued in favor of teacher training that includes the CTS approach in teaching.