Educação em Ciência, Tecnologia e Sociedade (CTS) e Alfabetização Cientifica (AC): uma análise do currículo do curso de licenciatura em Química do Instituto Federal do Acre Campus Xapuri
Guardat en:
| Autor principal: | |
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| Data de publicació: | 2025 |
| Format: | Bachelor thesis |
| Idioma: | por |
| Font: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/775 |
Sumari: | With the advancement of scientific and technological development in the current context of social and environmental changes, the curriculum for initial training of science teachers presents numerous challenges, especially the need to train professionals who are better prepared to fully exercise their citizenship, participate in decision-making processes and understand the relationships between Science, Technology and Society (STS), which requires a new positioning of the subjects. Scientific Literacy (SC) aims to develop the ability to interpret, evaluate and make decisions based on scientific knowledge, enabling students to act consciously in the face of contemporary challenges, such as sustainability, ethics and technological innovation. The inclusion of these approaches in the science curriculum, especially in Chemistry, promotes the development of essential skills for democratic participation and for solving complex problems, encouraging the exercise of skepticism and critical reflection. STS education proposes an interdisciplinary approach that relates scientific knowledge to social, political and environmental contexts, allowing students to understand the impact of science on society and daily life. Thus, this research aims to investigate how STS education and Scientific Literacy AC have been contemplated and incorporated into the Curriculum of the Pedagogical Course Project (PPC) of the Chemistry Degree of the Federal Institute of Acre, Campus- Xapuri, highlighting its importance for the formation of critical and participatory citizens. The work highlights the need for a curriculum that goes beyond the memorization of content, encouraging debate on controversial topics and the formation of scientific thinking combined with social and ethical values. The research carried out is qualitative in nature and is characterized as documentary, where it sought, with the theoretical basis, to understand how STS and AC education is inserted in the course curriculum, the documentary research carried out here has as its research corpus the PPC of the Chemistry Degree course of IFAC, Campus Xapuri. Finally, it is important to highlight the need to reformulate the Chemistry curriculum with the inclusion of the STS (Science, Technology and Society) and AC (Scientific Literacy) factors, which are rooted in contemporary social and scientific transformations. |
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