INSERÇÃO DA ABORDAGEM CTSA NO CURSO DE QUÍMICA/LICENCIATURA E NA ESCOLA DE EDUCAÇÃO BÁSICA EM CARUARU-PE

Abstract

This work aimed to analyze the insertion of the STSE approach into the curricular components of the Chemistry Degree course and the Basic Education school, both public educational institutions in the municipality of Caruaru, rural Pernambuco. The works of Auler (2002), Carvalho and Gil-Pérez (2011), Delizoicov, Angotti and Pernambuco (2011), Fernandes, Marques and Delizoicov (2016), Maldaner (2006), Santos and Schnetzler (2015) and Silva and Marcondes (2014) who present discussions on the insertion of the STS/STSE approach in teaching and teacher training in the teaching of chemistry. The research presents a qualitative approach to the analysis of the documents investigated, using Bardin's content analysis (2011) as a method. The Pedagogical Project of the Course (PPC), syllabi and Political Pedagogical Project of public educational institutions were used as instruments. From categories listed a posteriori, it was possible to realize that, although the Chemistry course presents in the PPC conditions for future teachers to develop the STSE approach in Basic Education, it is necessary to include greater discussions of this focus in more components, mainly of the specific area and not just in the pedagogical components, since the components of Methodology in Teaching Chemistry I and Methodology in Teaching Chemistry II offer possibilities for reflections on the contextualization of real social problems, in addition to the creation of teaching materials contemplating this approach . The analysis of the syllabuses for the General Chemistry Laboratory I and Supervised Internship II components demonstrated that there is no mention of the STSE approach. In relation to the school's Pedagogical Political Project, there is a concern with the citizenship training of students with the development of skills that lead them to question situations based on scientific knowledge.