A articulação CTS-Freire como estratégia pedagógica no ensino de ciências: caminhos possíveis na formação inicial de professores de química

Abstract

Faced with an educational scenario that has undergone modifications and prescriptions in recent years, with regard to the implementation of a Common National Base, both for the curricular paths of basic education and for teacher training, the requirement on the teachers to meet pre-established syllabus contents in linear and decontextualized curricula. The theme approach is recognized, even though it is not an instantaneous path, as a possibility to break with this logic and reach more critical-reflexive, argumentative and democratic formative processes. For this, the research assumed a theoretical-practical character and bet on the articulation between STS Education and Paulo Freire in the context of initial teacher training, starting point in the teaching constitution and incorporation of methodologies, strategies and pedagogical practices. Theoretical character because it initiates discussions that need further deepening, proposing an alternative terminology (CTS-Freire) to that currently being adopted by researchers, in a generalized way (Freire-CTS). Practical character because it aimed to reflect on the CTS-Freire perspective in a teaching immersion in initial training in Chemistry, together with a complementary graduation curricular component, adopting the theme World hunger and food sources. The research methodology is configured as an approximation with action research, which took place in phases, contemplating moments of planning together with the teacher responsible for the curricular component and collective moments together with the class. The data collection instruments were two questionnaires, one pre-immersion and one post-immersion, in addition to transcripts of three classes. Data analysis took place via Discursive Textual Analysis, giving rise to three categories: i) The unfinished nature of subjects: (re)signifying social and pedagogical practices; ii) Polysemy of CTS Education: purposes and parameters achieved in the approach called CTS-Freire; and iii) The Approach to Themes in Science Teaching: possible paths? It is considered that the theoretical studies, still incipient, are configured as an invitation to researchers in the area, so that they can add their experiences and contribute to the deepening of investigations about the CTS-Freire terminology. Regarding teaching immersion, it showed a dialogical and reflective potential, reaching debates on local/regional and global demands, as well as fostering problematizations and questions in opposition to the neutrality of Science and the linear model of progress. The academics stated that the experience in the undergraduate complementary curricular component was different from most of the experiences they had had contact with in the course and that they will seek to incorporate the actions into their pedagogical practices. Finally, they realized that the immersion allowed them to glimpse other dimensions and values not previously considered, in addition to having recognized the approach to themes as a challenge to be pursued and implemented in basic education and higher education.