Questões sociocientíficas na formação inicial de licenciandos em química: possibilidades e desafios formativos à implementação na educação básica

Abstract

In recent years, the need for scientific literacy among basic education students has been discussed, given changes in science teaching. Educational guidance documents make this point for scientific literacy substantially in their articles, regulatory laws, and teaching regulations. Socioscientific issues (SSI) are configured in this panorama as an alternative for achieving this literacy, since scientific education mediated by the SSI teaching methodology addresses the relationships between science, technology, society and environment (STSE), making it possible to overcome the technical and banking education still present in the school context. However, the training of teachers based on this epistemological approach has proven to be a gap in teacher training programs, representing one of the factors hindering the achievement of the desired objective: critical scientific development. The approaches in the literature have presented a favorable epistemological framework for these initiatives. However, through systematic research (state of knowledge), we identified a gap in approaches to the QSC perspective using CPA dimensions. We analyzed national journals to identify how these concepts and methodologies are being addressed using this theoretical framework. In this context, this thesis proposes an intervention with a didactic sequence in the Chemistry teacher training course at the State University of Rio Grande do Norte (UERN) based on the STSE assumptions; of the SSI methodology from the Conceptual, Procedural and Attitudinal (CPA) dimensions of the contents. During this didactic intervention, two questionnaires were applied, in which we identified the students' perceptions about the possibility of using SSI in their teaching practices according to Bardin's Content Analysis (2011). In addition to the questionnaires, the analysis included lesson plans developed by undergraduate Chemistry students. These plans identified key elements for excellent teaching performance based on SSI, such as case studies or stories, CPA learning objectives, and guiding questions. An implementation of these concepts, SSI based on the CPA dimensions, was carried out in a basic education school with high school students in the school science fair project with the theme of climate change, using a comic book as teaching material. The results indicate that there is little academic literature conceptualizing SSI, considering the CPA dimensions with guidelines for pedagogical actions. There is also a gap in teacher training for undergraduate Chemistry programs, as the conceptual aspects of SSI and CPA dimensions are not covered. Implementing SSI in basic education enables comprehensive training in science teaching. The interpretations and evaluations of the results obtained in this thesis contribute to the implementation of these assumptions in initial teacher training and the achievement of critical principles in their pedagogical practices. The proposal of this research emphasizes the referenced dimensions of ethical, political, human, social and environmental nature so that citizenship training enables critical decision-making in everyday life and, thus, advances discussions and implementations in the training context of Chemistry/Science teachers with the foundation and use of SSI’s in the educational field.