A abordagem CTSA e o espaço não formal: O rio que eu vejo no complexo ver-o-rio

Abstract

This study is oriented to the area of Scientific Teaching and developed through the Science, Technology, Society and Environment Approach (STSE) in a non-formal educational space, the Ver-o-Rio Complex, in the city of Belém, state of Pará, Brazil. It aimed to analyze, in its different dimensions, the decision-making process of 9th grade students of Elementary School, in relation to the problems identified in the Ver-o-Rio Complex non-formal space. This research was carried out in a qualitative approach, from the pedagogical intervention type. For data analysis, it was used the method of Discursive Textual Analysis (ATD), systematizing the results obtained into three categories: Understanding the STS Relations; Consciousness-Making/Decision-Making; and Student Interest and Autonomy. To set the corpus of analysis, we considered researches carried out by the own students on various topics related to the environment, along with texts written by them, the teacher's research diary, notes from conversation circles, photographic records of the visit to the Ver-o-Rio Complex, interviews with the students in a WhatsApp group (created due to the pandemics), which were answered individually by audio or writing; and videos on awareness/decision produced by the students. Among the results found, it was observed that the relationship among Scientific Teaching and the STSE Approach favored the learning of several scientific concepts, brought motivation, argumentation and critical reasoning, in addition to bringing students closer to the teacher. In this sense, it was observed that the activities carried out in the non-formal space, from the perspective of an educational context, were configured as a successful proposal, as it motivated the students, increased their interest in knowledge and presented characteristics related to thinking and freedom of expression.