Abordagem CTSA para discussão do tema cerrado: a visão de professores(as) dos anos iniciais do ensino fundamental

Abstract

This study deals with the importance of introducing the CTSA approach in schools, considering it as an effective alternative in the proposition of contextualized educational actions and in the formation of critical and responsible Citizen. This approach has as a starting point real problems applied to equally real contexts. This approach has as a starting point real problems applied to equally real contexts, therefore, the general objective of this research is to understand the view of professionals who work in public elementary schools I in Uberlândia-MG and region on teaching Science. It aims also to study themes that are part of local reality, specifically “The Cerrado”, to understand its pedagogical practices, initial and continuing education, as well as the didactic resources used at this level of education. Thus, we adopted the relationship between Science, Technology, Society and Environment, brought by the CTSA approach, as a reference for analysis, taking into account the region's rich biodiversity and its growing exploitation caused by agriculture, livestock, mining, industry and by civil construction. The teachers who work at the AIEF assume a complex task, given the generalist context, therefore, they have difficulties in teaching specific areas, such as Natural Sciences, and often do not have knowledge of current approaches in the discussion of environmental issues. For that, we applied an electronic questionnaire, in which the aim was to better understand the context of professionals, verifying the paths for the construction of a Didactic Sequence (DS) that addresses the environmental problems of the Cerrado biome guided by the five steps of the CTSA approach proposed by Santos and Mortimer (2007). It is a qualitative search outlined by the exploratory methodology, in which the researcher explored realities close to the researched subjects. Data were categorized based on the content analysis methodology proposed by Bardin and on the steps proposed by Moraes (1999), which define contents and contexts as units of analysis. Through such processes, we analyzed points and counterpoints in the responses of educators concerning to practices and methodological approaches that involve the Cerrado theme, in the light of the CTSA approach. The adopted procedures found out, as a main aspect, the teachers’ training limitations, concerning to specific study areas in the initial years, the difficulties of general education regarding the time, space and resources of the schools, as well as the professionals' access to the CTSA approach. Based on the mentioned aspects, it was possible to verify the possibilities and weaknesses of the Didactic Sequence (DS) developed, with a view to subsidizing the work of professionals and motivating them to develop their own didactic resources through dialogue, reflection and continuing education.