Análise da mobilização de saberes docentes sobre a abordagem ciência-tecnologia-sociedade (CTS) a partir de discursos de licenciandos em química em um processo formativo

Abstract

In this paperwork we had as objective analyze possibilities and difficulties in mobilization of teacher knowledge about STS approach, from speeches of students of the licentiate course in Chemistry in a formative process. Followed a qualitative approach and counting with students of the licentiate course in Chemistry of the public university of Pernambuco, participants of Institutional Program of Initiation to Teaching Scholarships (PIBID). For instruments composition, a footage was made – and posterior transcription – of a formation about science-technology-society (STS) approach, based upon model of critical rationality and responsibility spiral of Waks, that happened in two encounters/classes, in addition, the final product was the classes plans made by the students of the licentiate course participants of this investigation. Three methodological procedures were made: formation plan; formation ministry; and construction and analysis of Corpus, composed by the transcript speeches. To analyze the Corpus the base was the Critical Discourse Analysis of Fairclough, more specifically, tridimensional model of CDA. From the analysis made it was identified that, as text, the students of the licentiate course speeches contributed for their docent identities and their social relationships with colleagues and the teacher/researcher, in the graduate process, as discursive practice, it was identified the presence of direct and indirect speech, and some speeches as, for example, the pedagogic-methodologic, the pedagogic-content, the pedagogic-curricular, the pedagogic contextualized, and the pedagogic-political, in addition, as social practice, it was identified discourses that contributed for the manutention of certain hegemonic ideologies that are present in education context and discourses that contributed for the resignification of these ideologies, resisting to them. It was possible to identify yet, some teacher knowledge relative to the STS approach in which we connect to the Tardif teacher knowledge. In this direction, we have, for example, as experimental knowledge, the comprehension of social dimension in its different aspects and the articulation of chemical contents considering the technological and social dimensions: The knowledge of technological dimension, as discipline. And the knowledge of how to use thematic approach, as curricular and professional formation. Lastly, it was identified some possibilities for the mobilization of this knowledge, for example, comprehension of the contribution the chemistry teaching has in social problems in the scientific and technological aspects, mainly in a educational perspective; the contribution of the graduates experiences in the process of constructing knowledge; the importance of teachers autonomy; and the importance of PIBID for the initial formation of teachers; as possibilities. Also, some difficulties in teacher knowledge mobilization relative to the STS approach, for example, as the misconception about technology; the number of classes as limitation for the STS approach; and the gap between the theory and practice.