Histórias para entender ciências na Amazônia: educação CTS a partir de temáticas regionais decoloniais no ensino fundamental

Abstract

In the early years of elementary school, children question the world around them, begin to build their concepts and contact with science has an impact on their perception of the world. This study aimed to investigate and analyze the possibilities of a CTS Education in science teaching, from the insertion of decolonial regional themes in the Amazon, with 5th grade students. In this context, the present work is presented as a qualitative methodology, of the Teaching Case Study, with analysis of results by means of Discursive Textual Analysis (DAT). Which resulted in the creation of an Educational Product, in E-book format: Stories for understanding and teaching Science in the Amazon. It presents a collection of five stories based on themes and problems related to science teaching. Among the themes, the first story (When I discovered that the Milky Way was a gathering of tapirs) was selected to be developed with a class involving twelve 5th grade students in a private school in the city of Ananindeua/PA. The chosen text is oriented to the teaching of Astronomy, which, based on the study of Brazilian indigenous constellations, seeks a reflection on the consequences of industrial development and growth of cities on the observation of celestiais stars. As instruments for collecting information, we considered the productions made by the children, in the form of drawings and texts, in addition to the record of the teacher's observations during the development of the activities. Through the DTA for the interpretation of the data obtained, it was observed that the activity allowed the development of important principles of the STS Education, such as the problematization of social issues, contextualization and interdisciplinarity, the exercise of decision-making, in addition to the development of a critical and decolonial science teaching, from a reflection about the epistemological bases of scientific knowledge. Thus, the proposal of Science Teaching from the perspective of STS Education, based on a decolonial theme, proved to be possible and feasible, an alternative for the democratization of Science teaching in the Amazon.