Análise do processo de desenvolvimento da responsabilidade socioambiental por estudantes na perspectiva ciência-tecnologia-sociedade (CTS) sobre resíduos plásticos

Abstract

In this dissertation, we aim to analyze the development process of socio-environmental responsibility by students in the context of a pedagogical intervention in the Science-Technology-Society perspective on plastic waste. The research was qualitative and characterized as participatory research carried out in a 3rd grade high school class in a state public school. We had the participation of 17 students, and we had as data collection instruments two interactive didactic sequences (SDI), audio recording, and participant observation. In the methodological path, we followed four steps: Planning SDI I, through which we identify the students' initial conceptions about the presence of plastics and their relationship with environmental pollution, and SDI II, through which we assess possible changes in conceptions from students on the social and environmental impacts caused by plastic waste; Planning the pedagogical intervention; Development of the pedagogical intervention, through which we analyze its constitutive classes, with a view to self-understanding, study and reflection, decision-making, responsible action and integration; Organization and hermeneutic-dialectic analysis of data. Based on the analyses, we can say that, regarding the students' initial conceptions, they are aware of different plastic objects in their daily lives and consider the causes of the relationship between plastic waste and environmental pollution to be: degradation time, industrial production, incorrect disposal, damage to animals, and the high use/consumption of plastics. As for the changes in the students' conceptions, we highlight the inclusion of individual and collective actions/attitudes, awareness, correct and selective disposal, help, care and respect as alternatives to minimize the social and environmental impacts caused by plastic waste. Additionally, the analysis of the classes constituting the pedagogical intervention revealed that they contributed to meeting the phases of the spiral of responsibility. Therefore, based on these analyses, we understand that the process of developing socio-environmental responsibility throughout the pedagogical intervention in the STS perspective on plastic waste occurred as students: understood the problem of plastic waste and its relationship with environmental pollution; understood scientific, technological and social aspects involved, expanding the understanding of the problem of plastic waste; made their individual choices and made personal decisions; pledged to actively participate in issues related to the problem of plastic waste and its social and environmental impacts through the planning of responsible actions; and integrated ethical aspects and values into the broader understanding of the problem of plastic waste.