O cerrado sob o enfoque ciência, tecnologia, sociedade, ambiente (ctsa) : uma análise da abordagem docente no espaço escolar

• Ano de defesa: 2017
• Autor(a) principal: Costa e Silva, Vinícius
• Orientador(a): Toschi, Mirza Seabra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação Stricto sensu em Recursos Naturais do Cerrado RENAC
• Departamento: UEG ::Coordenação de Mestrado em Recursos Naturais
• País: Brasil
• Palavras-chave em Português: Bioma Cerrado e CTSA; Ensino Médio e CTSA; Professor de Biologia e; Professor Geografia e CTSA; Professor de Biologia e Geografia e Cerrado
• Palavras-chave em Inglês: Cerrado Biome and STSE; High school and STSE; Teacher of Biology and; Teacher Geography and STSE; Teacher of Biology and Geography and Cerrado
• Área do conhecimento CNPq: CIENCIAS BIOLOGICAS
• Link de acesso: http://www.bdtd.ueg.br/handle/tede/744

The study seeks to find a relationship between teaching the issues of the Cerrado under a view not only scientific (S), but involving technological issues (T), society and its cultural representations in the Goian space (S) and the consequences in the scope (E), that is, in the light of the STSE pedagogical approach. It is believed that the process of teaching learning has more significant results with this way of contextualizing the content, which can make possible a teaching about Cerrado less bookish, less content and even not anthropocentric, but a teaching linked to the student reality. The target audience of the research was teachers of the state education network of the State of Goiás, of the subjects of Biology and Geography. The method used was the qualitative one and the chosen procedures were observation of the classes with annotations in the logbook, semistructure interview and document analysis. The systematic review of the literature relating the Biome to the STSE and the High School was done in different databases, pointing to novelty for the present work. The theoretical framework that guided the data analysis included the authors: Santos (2002 and 2008), Vasconcellos and Santos (2008), Ribeiro and Walter (2008), Krasilchik (2005), Bizerril and Faria (2003), Triviños (1995). The results showed that none of the teachers studied knew the STSE approach, and that the Geography teachers demonstrated greater dominance over the Cerrado and related better to the STSE dimensions than the Biology teachers.