Percepções de Ciência, Tecnologia e Sociedade (CTS) na licenciatura em Ciências Biológicas : um olhar sobre a formação inicial de professores
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Data
2025-10-01
Autores
Silva, Katryn Sonja Santos Ferreira Pereira da
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Universidade Federal do Espírito Santo
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Science, Technology, and Society (STS) Education adopts an interdisciplinary perspective and seeks to understand the social dimension of science and technology, as well as their environmental, political, economic, ethical, and cultural implications, providing support to rethink teacher education and contribute to the articulation between theory and practice. In this context, the integration of the STS perspective into undergraduate teacher education programs can foster the development of more contextualized and reflective pedagogical practices. Considering these aspects, the general objective of this research was to analyze how Science, Technology, and Society (STS) Education is present in the initial teacher education program in Biological Sciences at UFES/Alegre, based on the analysis of curricular documents and the perceptions of students and professors of the course. Thus, the conception of science adopted in this study is that of a social and historical practice, not neutral, oriented by values and interests that permeate the entire process of knowledge production (Lacey, 2010). The conception of technology, in turn, is understood as a social construction, conditioned by systems that involve values, power, and culture, shaping lifestyles and being guided by the objectives of society (Feenberg, 2010). The Latin American Thought on STS (PLACTS) emerges in this context as a movement that seeks to reframe STS studies by incorporating the historical, social, and cultural specificities of Latin America. In the Brazilian case, PLACTS dialogues with the conceptions of Paulo Freire, complementing them within a critical and emancipatory perspective. In methodological terms, this is a qualitative case study, in which data were produced by means of document analysis and semi-structured interviews, and analyzed by means of content analysis supported by Strieder (2012) and Strieder and Kawamura (2017) STS Reference Matrix. The results indicated that the STS perspective is not explicitly materialized in the Political-Pedagogical Project (PPC) of the Biological Sciences undergraduate program at UFES/Alegre, appearing only indirectly. Participants’ perceptions were situated at intermediate and minimally critical levels regarding science and technology, in addition to highlighting the predominance of theoretical over practical training components in the course. Therefore, it is emphasized the need to make the presence of the STS perspective more explicit in the curriculum, articulating theory and practice so as to reflect on initial teacher education and on the future work of Biology teachers. The findings also highlight the importance of future research that, in addition to the theoretical dimension, promotes practical experiences with preservice teachers, in order to bring the STS perspective closer to teaching practice
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Licenciatura em Ciências Biológicas , Educação em Ciência , Tecnologia e Sociedade , Formação de Professor , Undergraduate Biological Sciences , Education in Science , Technology, and Society , Teacher Education