Teoria da Atividade e abordagem CTS: analisando sistemas de atividades e inter-relações entre aspectos científicos, tecnológicos e sociais em aulas de química sobre polímeros

Abstract

The general objective of this research was to analyze the contributions of structuring activities within a system, considering the interrelationships between scientific, technological, and social aspects, for learning about polymers. To achieve this, studies on Activity Theory from Engeström's perspective (1987) were articulated with the theoretical assumptions of the STS approach (Auler, 2007b; Santos, 2011a; Santos; Schnetzler, 2015; Strieder, 2012). This research is qualitative in nature, involving 16 students from the 3rd grade of high school in a state public school located in the municipality of Vitória de Santo Antão – PE. Additionally, we analyzed materials produced by the students, such as the experimental sheet and the report from the technical visit. A system of activities was developed and applied in 7 sessions, with the following activities being highlighted: discussions on the environmental impacts of improper plastic disposal, research and surveys conducted by the students regarding the proper disposal of household waste, a dialogic lecture on the scientific concepts related to polymers, an experimental activity focused on the separation and identification of samples, a technical visit to a recycling company, and the presentation of proposals/solutions developed by the students to minimize the improper disposal of plastic materials by the school community and society. To collect data, a questionnaire was initially used to assess the students' prior knowledge about polymers and the implications of improper plastic disposal. Video recordings were used to document the interactions between the students throughout the activities. For data analysis, the elements that structure activity (Engeström, 1987) and the categories present in the Reference Matrix proposed by Strieder (2012) were utilized. The results generally show that the activity system provided students with experiences in different contexts – school, with conceptual discussions, the technical visit with technological and social aspects, and others – mediated by various tools – videos, experimental activities, language in the production of speeches and texts, among others – and promoting interaction with various actors – teacher, technicians, scientific and school communities. The analysis of the relationships between the elements of the activity revealed some primary and secondary contradictions, conflicts, and dilemmas, such as discussions on what would be more important: environmental preservation or the guarantee of minimum rights for human dignity in relation to one of the proposals presented in the seventh session. Regarding the scientific, technological, and social aspects, it was possible to identify the following categories in the students' speeches: (1R) Unveiling of reality – related to the view on Science, (1D) Neutral, (2D) Synonymous with progress, (3D) Specificities, and (4D) Oriented – related to the view on Technology, (1P) Recognition, (2P) Individual decision, (3P) Collective decision, and (5P) Political sphere – related to the view on Society.