Abordagem CTSA na Educação de Jovens e Adultos: em busca de uma formação crítica no ensino de ciências

Abstract

The Science, Technology, Society, and Environment (CTSA) approach has gained recognition as a promising strategy to promote a socially relevant understanding of scientific knowledge and its social dimensions. This approach seeks to empower students to comprehend diverse perspectives and make informed decisions about social issues that are intrinsically linked to science and technology. The STSE perspective is integrated into school curricula with the aim of supporting students in developing the knowledge, skills, and values necessary for more democratic and participatory decision-making processes. Despite the growing number of discussions and research concerning the integration of the CTSA approach in science education, the field still presents broad possibilities and formative potential, resulting in multiple trends and challenges regarding its effective implementation in pedagogical practices, particularly within Youth and Adult Education (EJA). In light of this context, this research aims to: (i) map and describe teaching proposals found in the literature that are based on the STSE approach in science education, specifying the issues and contexts in which such didactic proposals are applied; (ii) analyze the conceptions of elementary school teachers working in the municipal EJA education network of Teixeira de Freitas about the concepts of (CTSA) and their interrelations; and (iii) investigate the perceptions and practices of EJA teachers concerning the STSE approach in science teaching, focusing on the challenges, methodologies, and impacts of this perspective on the critical education of students. The results of the analysis indicate that the main challenges in implementing the STSE approach in science education include a lack of planning time, insufficient teacher training, and resistance to breaking away from traditional content-centered teaching models. Furthermore, the shortage of appropriate teaching materials and difficulties in contextualizing scientific content within students’ everyday lives are identified as significant obstacles. Despite these challenges, adopting the CTSA approach in science education holds strong potential for contributing to interdisciplinary education, fostering the development of critical thinking, and encouraging student engagement with social and environmental issues. Based on the data collected through the VOSTS questionnaire, we observed that most EJA teachers express conceptions considered Realistic and Acceptable, which indicates a critical and adequate understanding of the interactions between science, technology, and their social implications. However, these conceptions are not sufficient for the CTSA approach to be incorporated into teachers' pedagogical practices. To this end, it is necessary to deepen the discussions between Science, Technology, Society, Environment, and their interactions so that teachers can plan and conduct pedagogical practices that articulate these aspects in a relevant way. Such understanding will allow classroom discussions to be conducted in a more articulated and contextualized manner, enabling educators to address the inherent challenges of promoting the comprehensive development of students, preparing them to act consciously, critically, and responsibly in response to contemporary demands and complexities.