A abordagem Ciência, Tecnologia e Sociedade fundamentada no ensino por pesquisa, aplicada ao 9º ano do ensino fundamental

Abstract

This course conclusion aimed to study the approach Science, Technology and Society (CTS) in Basic Education through the analysis of textbooks, questionnaires to teachers and creation of a didactic sequence based on the perspective education by research. The study was developed in two schools in the city of São Jorge do Oeste - Paraná. Some situations that occurred in the 1960s and 1970s, as the publication of "Silent Spring" by Rachel Carson that alerted the world regarding the inordinate use of pesticides, resulted in a concern with issues related to CTS approach, making this subject a target of a more critical point of view, emerging from this context the movement Science Technology and Society. Given this history, came the need to bring this issue into the classroom, where teachers with appropriate training should work with students interactively promoting scientific literacy. It was analyzed the Sciences book of the 9th year of the state colleges of São Jorge do Oeste - PR, to verify the presence of content that deals with this approach. Also, a didactic sequence based on the perspective of education by research for students of 9th grade was developed in order to work the CTS. It can be concluded that the Science, Technology and Society approach is made in a very simplified manner in basic education, the prospect of education by research that is not present in everyday school life, teachers' answers in the questionnaire showed their misconceptions regarding the CTS, EPP and teaching methodologies. The textbook is viewed as the only tool despite its shortcomings and the didactic sequence served to exemplify an effective way to develop classes based on the study by research with emphasis on CTS on primary education.