O uso de situações-problema no ensino de ciências: perspectivas diferenciadas sob orientação CTS

Abstract

The Thesis presented here resulted from an action research in collaboration with science teachers of a Assistance School of a Military Command of Belém, Rêgo Barros state of Pará, within the Collective of Study. The characteristics adopted are own the qualitative research. We had previously experienced in teacher training, using problem-situations that mediate the STS teaching approach, allowed us to think the possibility of its insertion in basic education, especially in the final years of elementary school. Thus, we propose to investigate in what terms the use of problem-situations contributes to science education, in the context of the STS approach, notably with regard to didactic and pedagogical aspects, in the context of a study group. involving teachers who teach science? We focus our aim on investigating the contributions that the use of problem-situations, mediated by the STS approach, brings to science education, in the final years of elementary school, with regard to the contributions to problematization, critical scientific literacy and the didactic and pedagogical aspects of the STS approach, namely we were interested in investigating the use of problem-situations as a didactic and pedagogical strategy. The research was conducted at the school, with about 1,200 students from 6th to 9th grade. Through four pedagogical projects, we use problem-situations to initiate and insert STS discussions, stimulating the development of autonomy, scientific literacy and critical thinking for decision making. The activities of the Group of Studies were held during three semesters and later, we follow the activities of teachers with students. During the research period, the teachers publicized their activities in events and periodicals in the area. For data collection we used the training diary, questionnaires, interviews and the audio and video recording of the meetings of the Group of Studies. We appropriated Discursive Textual Analysis as analysis strategy. Finally, from the experience we had, together with the teachers, it was possible to consolidate our hypothesis raised a priori, favoring the delineation of the thesis that “the resignification of the teaching and learning process is plausible in a collaborative context, in a democratic constructions, where teachers' experiences are the starting point, taking into account their demands and criteria as to what is acceptable, feasible and didactic and pedagogically consistent with their reality. Therefore, working with problem- situations has proven fruitful in the STS teaching approach, when it takes into account content needs, student needs and teachers' didactic and pedagogical of teachers”. We believe with this, that Science teachers, from different educational levels, will be able to meet proposals that allow their students an extended education, based on critical scientific literacy, with a view to citizen education. We have an empirical basis to believe in the possibility that a proposal like this can subsidize the practice of other teachers, inspiring and generating transformations in those who are concerned with their teaching practice.