Um olhar sobre os processos de apropriação e objetivação da abordagem de questões sociocientíficas na formação de professores de ciências naturais

Abstract

The SSI Approach can support science teachers in discussions about the interactions between science, technology and society by promoting the opportunity to explore in these interactions their political, social, environmental, ethical, and other dimensions. In addition, in the present study we aimed to understand how the appropriation and objectification of the SSI Approach by science teachers in a process of teacher training within the scope of a discipline on the STS Guidance for the teaching-learning process occurs. We conducted this study based on the theoretical and methodological assumptions of the SSI Approach, in some relevant aspects of the formation of science teachers, and in some theoretical and methodological assumptions of Cultural Historical Activity Theory. In this direction, the study had a qualitative nature and followed different methodological steps, such as, for example, elaboration of a formative didactic experiment, analysis of conceptions and analysis of activities carried out by the participating teachers. The analytical movement initially considered the identification of the previous conceptions of teachers about the SSI approach, before the experience of the formative didactic experiment. In sequence, we analyzed the development of the formative didactic experiment in light of the elements of the system of activity proposed by Engestrom. In the sequence, we analyzed two concrete products of the activities carried out by the teachers, which were flowcharts and lesson plans. Finally, teachers' answers to the questions of an individual interview were analyzed. The results of the analysis indicate that teachers evolved in some aspects identified in their initial conceptions, that the formative didactic experiment consisted of multiple mediating instruments, such as texts, discussions, rules and division of labor, that inserted characteristics of the A SSI approach to constructed flowcharts and elaborated teaching plans, such as didactic strategies that enable the initiation of socio-scientific argumentation, and that the training experiment contributed to the understanding of these teachers about the SSI Approach. In addition, it was possible to understand how the processes of appropriation and objectification of the SSI Approach occurred by the teachers involved in the research. In this direction, we can consider that, among other aspects, the set of activities carried out by the teachers, the performance of individual and collective actions, the discussions promoted, and the development of activities that reproduced essential features of the SSI Approach, such as Activity of construction of flowcharts, elucidate that the teachers were in the process of appropriation. And as a relation of appropriation to objectification is dialectical, when teachers constructed concrete products, from actions and reflections, for example on how to construct a flow chart and a lesson plan with characteristics of the SSI Approach, teachers were in process Of objectification. These results lead us to believe that it is important to invest in the initial and continuing training of science teachers in the SSI approach, in view of the fact that this approach corroborates objectives that are critical to the scientific and technological literacy of students, as well as Ethical and moral development.