Formação inicial de professores de ciências no programa de residência pedagógica para a mobilização da educação CTSA (Ciência, Tecnologia, Sociedade e Ambiente)

Abstract

This dissertation presents research whose object of study is the initial training of science teachers for STSE (Science, Technology, Society, and Environment) education, within the scope of the Pedagogical Residency Program (PRP). Teacher training for this curricular approach is important because studies have been indicating the existence of simplistic perceptions about the nature of science and technology among teaching professionals, in addition to the fact that teaching from this perspective is a way to promote Scientific and Technological Literacy (STL) among students, which is one of the main objectives of science education. Thus, the general objective of the study is to contribute to the initial training of future science teachers for the mobilization of STSE Education. With a qualitative methodological approach, in the initial phase of the research, narrative interviews were conducted with five pre-service science teachers participating in the PRP. Subsequently, a formative teaching material (Educational Product - EP) was developed and evaluated through a teacher training course, aimed at the same residents who participated in the initial interview. As data collection procedures and instruments during the evaluation of the teaching material, the researcher's field journal, built throughout the course, and the participants' portfolios containing their narratives were used. At the end, new interviews were conducted, allowing the residents to share their perceptions about the main contributions of the EP. Data analysis followed the principles of content analysis. In the initial interview, the data revealed gaps in the residents' perceptions regarding the nature of science and technology, STL, and STSE, indicating formative needs. Regarding the results obtained from the development of the EP, the contributions were evident in teacher training for STSE education, as the data indicated appropriate perceptions about STSE relationships, as well as more realistic views on the nature of science and technology. Furthermore, the mobilization of knowledge acquired in the process was observed when analyzing the STSE -based didactic proposal developed by the residents.