The CTS approach in initial training courses for Science teachers in Brazil: a review study in four digital databases

• Autor(a) principal: Gonçalves, Andressa Sobral
• Data de Publicação: 2023
• Outros Autores: Prudêncio, Christiana Andréa Vianna
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v15i3.31152

Despite the production of research related to STS Education as a proposal for curricular configuration gaining more and more space in the Brazilian scenario and revealing its importance in the insertion of teacher education, its implementation has not yet been properly effective in the educational field. Much of the difficulty in its implementation in Science education is related to its absence in initial and continuing teacher education courses. The present study aims to map and analyze articles present in the Portal of Periodicals of Capes, Scielo, Redalyc, and Redib during the period between 2011 and 2021, related to STS Education in the initial teacher education of Natural Science teachers. The analysis was carried out through Discursive Textual Analysis (DTA), the data were organized into three categories of analysis, which address the potentialities of the STS triad in teacher education; the insertion of the STS perspective in undergraduate courses and the pedagogical and methodological reformulation in curricula. The results showed that, in most disciplines, STS Education is approached as curricular content and not as a perspective for teaching. Although the research indicates the contributions of this perspective in the formative process of Science teachers, they highlight the lack of this approach in initial education courses, which, when worked on, is in a decontextualized way. It was also possible to verify the need for a critical reflection on the pedagogical and methodological reformulation in the curricula of undergraduate courses, allowing for the transcendence of conservative perceptions of teaching and learning Science.