Possibilidades da abordagem CTSA na prática docente: Estudo da crise hídrica por meio do smartphone

• Ano de defesa: 2023
• Autor(a) principal: Villela, Ana Paula Moreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Crise hídrica; Ciência; Tecnologia; Sociedade e Ambiente (CTSA); Water crisis; Science; Technology; Society and Environment (CTSA); CNPQ::CIENCIAS EXATAS E DA TERRA; Ciência - Estudo e ensino; ODS::ODS 6. Água potável e saneamento - Garantir disponibilidade e manejo sustentável da água e saneamento para todos.; ODS::ODS 7. Energia limpa e acessível - Garantir acesso à energia barata, confiável, sustentável e renovável para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/41215; http://doi.org/10.14393/ufu.di.2023.651

This work proposes a didactic sequence (SD) for teachers to use the CTSA approach, making their classes contextualized with skills and values ​​that made them a critical and responsible citizen. The general objective of this dissertation was to investigate the possibilities of teachers from public and private schools in Uberlândia-MG regarding the CTSA approach based on SD analysis in meetings of the training process. Considering the importance of continuing teacher training, a group was created with teachers from public and private schools in the area of ​​natural sciences in which meetings took place where teachers criticized and contributed to the didactic sequence “Water Crisis: How can we contribute to the solution ?” in order to discuss the reality of each teacher, their teaching practice and the CTSA approach. This SD with a CTSA approach on the social theme of the Water Crisis, which is the product of this professional master's degree work, addressed environmental issues such as the importance of water; distribution of water on planet Earth; influence of water consumption in agriculture, industry and urban areas, which is increasingly growing in metropolises; and the consumption of electricity in most hydroelectric plants. This didactic sequence allows students to build their scientific knowledge, considering historical, ethical, political and socioeconomic aspects. From this SD, students can actively build skills and values ​​in order to make responsible decisions about the Water Crisis problem. Considering the teachers who participated in this work, they were faced with a complex task since our training was disciplinary and the context of SD was not just a content, so throughout the training process, it was necessary to think in an interdisciplinary way and taking into account consideration of current information coming from society. In addition to the meetings and conversation circles, electronic questionnaires were administered, which aimed to understand the reality of the teachers who participated in the training process and their understanding and use of the CTSA approach. Qualitative in nature, the research was designed using field methodology, in which the researcher explored the realities of the researched subjects. The data was categorized based on the content analysis methodology that defines content and contexts as units of analysis. Using such processes, teachers' limitations and possibilities were analyzed regarding the CTSA approach, their observations on how they evaluated SD and their classes in relation to Aikenhead's categorization. With the strategies adopted, it was possible to verify the limitations of schools in using content as the main tool in teaching practice, the difficulty of working on social issues and completing the content in a few classes, the low technological resources in schools giving space as a solution to the use of the Smartphone as a technological teaching resource. Based on all the analyses, it was possible to verify solutions and improvements for the Didactic Sequence (SD) using the contributions and experiences of the teachers who participated in the training process, in addition to motivating them to prepare their classes based on the reflections made throughout the meetings and providing reflection and ongoing training.