O trânsito e o ambiente educacional na concepção ciência, tecnologia e sociedade (CTS)

Abstract

The influence of the Science and Technology in the contemporary world is notorious, making itself part of many human activities. However the scientific technologic development has been causing significant changes in social, economic, political and cultural conditions, this influence doesn‘t ask only for reflections about development and social life, but also for acts of conscience and changes of attitudes about the environmental, social and quality of life problems related to this advances, putting itself in the goals of the approach STS (Science, Technology and Society). The traffic is presented as a global problem experienced daily by many Brazilian cities, in which accidents and disrespect to the laws are frequent. Working the teaching of Physic by a social scientific theme, as the traffic, in the school contributes to that this subject be broadcasted favoring the build of the citizenship and the re-signification of Physic, starting from real situations of the student‘s social context and accidents simulations in a miriti prototype built to this goal, involving them actively in search of solutions and constructions of new knowledge throughout the diversified activities. The researcher teacher and eight students from a public school in Abaetetuba-Pará make up the research subjects. This city was chosen because of its chaotic traffic and whom the subjects of this research are protagonist. The narrative research was the chosen methodology option in this research for the data collect, which were analyzed by the Discursive Textual Analysis – DTA of Moraes and Galiazzi (2016). The collected data shows the worked theme contributes to the upgrading of the subject‘s citizenship and reaffirms the teaching of Physic in efficient and noticeable form, making possible reflections and possible changes of attitudes in favor of more humanized traffic in any context. As regards the researcher teacher of this practice, there was a notorious trans (formation) in herself and in her teaching practice as from the realization of activity that contributed for her reflexive practice. As for the didactic product of this research, the didactic sequence, which has the prototype as protagonist and one more didactic methodologic resource, which able traffic accidents simulations, I consider that this work contributes to the process of teaching and learning, and it can be utilized in Physic classes and be adequate to new contexts, to new classrooms.