A abordagem de questões sociocientíficas no ensino de ciências : uma análise sobre a prática pedagógica nos anos finais do ensino fundamental

Abstract

This paper aims to analyze actions and strategies, discourses and types of interaction that constitute the pedagogical practice of Science teachers of the final years of Elementary School when addressing socio-scientific issues in the classroom. Socio-scientific issues are social and generally controversial, that involve complex problems that are subject to scientific data as well as ethical, moral and evaluative considerations. The approach of socio-scientific issues in the classroom is seen as a promoter of scientific literacy, promoting a citizen formation.The research is qualitative and was divided into two stages: an exploratory that sought to identify and evaluate the conceptions of science teachers about addressing socio-scientific issues; and another consisting of the observations of the classes in the applications of a teaching sequence with the intentions of an SSI approach. The conceptions were analyzed according to the perspectives os science teaching, the conceptions of educational innovations and conceptions of socio-scientific questions. Theses were constituted as influencing agents in the pedagogical practice of teachers. The approach analysis step was based on the SSI-based graphical representation for education proposed by Sadler (2011) and the analytical tool proposed by Mortimer and Scott (2002). The strategies were analyzed according to the questions proposed by Zeidler et al (2005). Our analysis allowed us to understand that teachers' conceptions of education innovation and SSI influence how they try to approach SSI in the classroom.