Por entre saberes ambientais e cultura ribeirinha: elementos da abordagem CTS na prática de professores de Ciências

Abstract

In this text, the result of the research is highlighted, whose problem was to verify how the elements of the Science-Technology-Society (STS) approach are constituted and characterized in narratives and practices of teachers who teach Science in the final years of elementary education in a riverside school. It is noteworthy that teaching with a STS approach is mediated from socio-scientific themes, leading the student to critical decision-making with a scientific basis, with the school being responsible for encouraging this type of attitude. In practice, the proposal of environmental knowledge is effective through diversified actions of a critical and reflective environmental education that walks towards the construction of a possible future. As for the methodology, the empirical material collected was treated in the light of the theoretical proposition of content analysis, proposed by Bardin (2016) and Gibbs (2009). An educational product entitled “Solid Waste: Use of LAPBOOK in Science Teaching” was created, with a CTS perspective, being a teaching guide as a theoretical and methodological contribution as an alternative to lapbook production, using various teaching strategies and different teaching resources. The analysis of the result points to the identification of elements of the STS approach dialoguing with environmental knowledge taking effect in the educational field through environmental education. Considering the clear importance of an education that contributes to the formation of active agents in society, it is believed that for there to be progress, it is necessary that practices in STS be developed from the initial stage of education and that there be the application of investments in teacher training in STS, enabling the effective discussion of this approach in schools.