A abordagem CTSA no ENEQ: o que reportam os trabalhos publicados nas últimas edições do evento

Abstract

Faced with the challenges posed by the growing complexity of social, environmental and technological issues, the Science, Technology, Society and Environment (STSE) approach has been consolidated as an important perspective in the field of science teaching, as it favours critical, contextualized and citizen education. The aim of this paper is to present an overview of the academic productions on the STSE approach in the 21st and 22nd editions of the National Chemistry Teaching Meeting (ENEQ), seeking to understand how this theme has been discussed and applied. This is a qualitative, bibliographical study which used Bardin's Content Analysis (2016) as its data analysis technique. After applying the inclusion and exclusion criteria, 21 papers were selected, 7 of which were from the XXI edition and 14 from the XXI edition. The articles were initially grouped into bibliographical and practical and categorized within each group according to the aspects found. Three categories emerged from the group of bibliographical papers: teacher training (2); dialog with other fields (3); and the presence of aspects of the CTSA approach (2). The practical papers were categorized according to the target audience of the research: early childhood education (1); primary education (3); secondary education (5); higher education (1); diverse public (4). The analysis showed that theoretical research on CTS education still needs more in-depth study in certain areas, such as teacher training, inclusive education, ethnic-racial issues, etc. In practical research, the findings revealed the persistence of significant obstacles, such as the lack of more solid teacher training, the difficulty of articulating with other pedagogical methodologies and the scarcity of contextualized teaching materials. The study revealed a progressive increase in the number of publications related to the STS/STSE theme between the editions examined, indicating progress in discussions in this field. As such, this research points to possibilities for future investigations, such as the development of pedagogical interventions based on the categories identified, the analysis of other scientific events in the area and the deepening of studies on teacher training aimed at the effective application of the CTSA approach.