Elementos básicos para uma proposta CTSA fundamentada nos pressupostos de Freire e Morin para alfabetização científica e tecnológica de estudantes do curso de Licenciatura em Química

• Ano de defesa: 2022
• Autor(a) principal: Cantanhede, Severina Coelho da Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Ensino de química; Orientações CTSA; Proposta didática; Edgar Morin; Paulo Freire; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Chemistry teaching; STSE guidelines; Didactic proposal
• Link de acesso: http://ri.ufmt.br/handle/1/5905

This thesis was developed from research with students of the Degree in Chemistry at IFMA/Campus Codó – MA, using the STSE guidelines associated with Freirian assumptions and Edgar Morin's Paradigm of Complexity. In view of current discussions and the inevitability of reflections when seeking to meet the perspectives of the STSE guidelines, especially in the Teaching of Chemistry, as well as the theoretical and methodological references adopted, we defend the thesis that these STSE guidelines, based on the assumptions of Freire and Morin can be effective as an opportunity to promote improvements in the Teaching of Chemistry and contribute to the Scientific and Technological Literacy of these students. Therefore, we established as a research question: what are the possible contributions and potentialities of the STSE guidelines for teaching Chemistry based on the topic Atmospheric Air Quality – the asphalt plant and the dispersion of pollutants in the atmosphere as a way of promoting Scientific and Technological Literacy – STL of students? The proposal sought to enhance the redefinition of contents, Study of Gases and Chemical Kinetics, and contribute to training that favors a more active exercise of citizenship by a class of 35 students enrolled in the discipline of Physical Chemistry I, belonging to the curricular matrix of the 5th semester of the course. Thus, the research had a qualitative character, seeking to understand the environment in which the occurrence of a given phenomenon happened through the connection established between this phenomenon and the subject and how it is interpreted. Initially, we carried out a bibliographical survey with the objective of investigating how the STSE guidelines were incorporated into Chemistry Teaching in different sources of information. Next, we sought to identify the students' conceptions about different aspects of the school routine, so that it would be possible to reconcile the methodological procedures based on the needs pointed out by the students themselves and immediately value the construction of a more horizontal relationship between the students and the teacher. For this purpose, we used questionnaires in the Likert scale format, in which students indicated their degree of agreement for the statements present in each questionnaire based on five different possibilities: Strongly Agree, Agree, Undecided, Disagree and Strongly Disagree. In the bibliographic survey, we observed that the works investigated indicate that the STSE guidelines are incorporated into the Teaching of Chemistry, prioritizing the contextualization from the approach of social issues, mainly in Basic Education, seeking to promote training that involves aspects related to the nature of science and technology and its role in the social environment. The analysis of the questionnaires enabled the recognition of aspects related to the institution, passing through the professor and the family environment until reaching, specifically, the student. In this way, the analysis of the specific characteristics related to the infrastructure, management, and socioeconomic situation of the students, as well as their relationship with the institution, their perspectives and conceptions about the teacher in matters referring to the personal, practical and technical field, allowed us to better understand the importance and the need to know the functioning of the structure and routine of the institution and its student. The identification of this scenario became essential, since it favored teaching and learning conditions that enable students to acquire higher quality training, giving them essential knowledge to make decisions in the society of which they are a part. So, in general terms, we identified through the analyzes carried out that when we worked on the chemical contents integrated to the theme Quality of Atmospheric Air - the asphalt plant and the dispersion of pollutants in the atmosphere, with the help of the STSE, Freire and Morin guidelines, we were able to meet the stated objectives. Even considering the social situation experienced during the course of the proposal, even so, the analysis of the data shows that the signs of the STL parameters are significant when we consider the discussions about some scientific concepts present in everyday life, the humanistic nature of scientific practice and the perception of the inherent connection between technology and society, its history and its links with culture, which validates the defended thesis.