Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019

Detalhes bibliográficos
Autor(a) principal: da Silva, Alencar Coelho
Data de Publicação: 2023
Outros Autores: de Araújo, Mauro Sérgio Teixeira
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.v15i1.32225
Resumo: The increase in scientific production and the lack of bibliographic studies in the area of STS Education indicate the relevance of state of knowledge research such as the one presented here that involved an expressive set of 860 Theses and Dissertations that are part of the collection located in the CAPES Catalogue. This study aimed to identify and characterize what are the formative objectives related to STS Education present in the Theses and Dissertations defended in Brazil between 2010 and 2019, also considering the evolution of academic extracts Professional Master, Academic Master and Doctorate. The theme of this research is justified because the formative objectives constitute the core of the teaching work and the processes of teacher education. The ten categories of analysis observed were obtained from descriptors elaborated a priori based on the literature of the area, allowing a broad mapping of the collection, being verified among the formative objectives the predominance of the categories Development of Critical and Reflective Thinking; Study of STS Relations and Promotion of Scientific Literacy and Scientific and Technological Literacy, being little explored the category Awareness. The results indicate that STS Education can contribute to the improvement of Brazilian scientific education, favoring the articulation of the different dimensions analyzed in educational activities, so that the researches analyzed contemplate relevant aspects defended by contemporary society and that are even provided for official Brazilian documents such as the Common National Curriculum Base (BNCC).
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spelling Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019Objetivos formativos presentes en Tesis y Disertaciones relacionadas con la Educación CTS defendidas en Brasil entre 2010 y 2019Objetivos formativos presentes em Teses e Dissertações relacionadas com a Educação CTS defendidas no Brasil entre 2010 e 2019The increase in scientific production and the lack of bibliographic studies in the area of STS Education indicate the relevance of state of knowledge research such as the one presented here that involved an expressive set of 860 Theses and Dissertations that are part of the collection located in the CAPES Catalogue. This study aimed to identify and characterize what are the formative objectives related to STS Education present in the Theses and Dissertations defended in Brazil between 2010 and 2019, also considering the evolution of academic extracts Professional Master, Academic Master and Doctorate. The theme of this research is justified because the formative objectives constitute the core of the teaching work and the processes of teacher education. The ten categories of analysis observed were obtained from descriptors elaborated a priori based on the literature of the area, allowing a broad mapping of the collection, being verified among the formative objectives the predominance of the categories Development of Critical and Reflective Thinking; Study of STS Relations and Promotion of Scientific Literacy and Scientific and Technological Literacy, being little explored the category Awareness. The results indicate that STS Education can contribute to the improvement of Brazilian scientific education, favoring the articulation of the different dimensions analyzed in educational activities, so that the researches analyzed contemplate relevant aspects defended by contemporary society and that are even provided for official Brazilian documents such as the Common National Curriculum Base (BNCC).El aumento de la producción científica y la falta de estudios bibliográficos en el área de Educación CTS indican la relevancia de la investigación sobre el estado del conocimiento, como la que aquí se presenta y que involucró un conjunto expresivo de 860 Tesis y Disertaciones que forman parte de la colección ubicada en el Catálogo CAPES. Este estudio tuvo como objetivo identificar y caracterizar cuáles son los objetivos formativos relacionados con Educación CTS presentes en las Tesis y Disertaciones defendidas en Brasil entre 2010 y 2019, considerando también la evolución de los extractos académicos Maestría Profesional, Maestría Académica y Doctorado. El tema de esta investigación se justifica en la medida en que los objetivos formativos constituyen el núcleo del trabajo docente y los procesos de formación docente. Las diez categorías de análisis observadas se obtuvieron a partir de descriptores elaborados a priori con base en la literatura del área, permitiendo un amplio mapeo de la colección, verificándose entre los objetivos formativos el predominio de las categorías Desarrollo del Pensamiento Crítico y Reflexivo; Estudio de las Relaciones CTS y promoción de la Alfabetización Científica y la Alfabetización Científica y Tecnológica, siendo poco explorado la categoría Conciencia. Los resultados indican que la Educación CTS puede contribuir para la mejora de la educación científica brasileña, favoreciendo la articulación de las diferentes dimensiones analizadas en las actividades educativas, de modo que las investigaciones analizadas contemplen aspectos relevantes defendidos por la sociedad contemporánea y que incluso están previstos en documentos oficiales brasileños como la Base Curricular Nacional Común (BNCC).O aumento da produção cientifica e a carência de estudos bibliográficos na área de Educação CTS indicam a relevância de pesquisas do tipo Estado do Conhecimento como a aqui apresentada e que envolveu um conjunto expressivo de 860 Teses e Dissertações que integram o acervo localizado no Catálogo da CAPES. Este estudo teve como objetivo identificar e caracterizar quais são os objetivos formativos relacionados à Educação CTS presentes nas Teses e Dissertações defendidas no Brasil entre 2010 e 2019, considerando ainda a evolução dos extratos acadêmicos Mestrado Profissional, Mestrado Acadêmico e Doutorado. O tema desta pesquisa se justifica na medida em que os objetivos formativos constituem o cerne do trabalho docente e dos processos de formação de professores. As dez categorias de análise observadas foram obtidas a partir de descritores elaborados a priori com base na literatura da área, permitindo realizar um amplo mapeamento do acervo, sendo constatado entre os objetivos formativos a predominância das categorias Desenvolvimento do Pensamento Crítico e Reflexivo; Estudo das Relações CTS e promoção da Alfabetização Científica e Letramento Cientifico e Tecnológico, sendo pouco explorada a categoria Conscientização. Os resultados apontam que a Educação CTS pode contribuir para o aperfeiçoamento da educação científica brasileira, favorecendo a articulação das diferentes dimensões analisadas nas atividades educacionais, de modo que as pesquisas analisadas contemplam aspectos relevantes defendidos pela sociedade contemporânea e que são inclusive previstos em documentos oficiais brasileiros como a Base Nacional Comum Curricular (BNCC).  Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2023-05-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v15i1.32225https://doi.org/10.34624/id.v15i1.32225Indagatio Didactica; Vol 15 No 1 (2023); 255-272Indagatio Didactica; Vol. 15 Núm. 1 (2023); 255-272Indagatio Didactica; Vol. 15 No 1 (2023); 255-272Indagatio Didactica; vol. 15 n.º 1 (2023); 255-2721647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/32225https://proa.ua.pt/index.php/id/article/view/32225/22021http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessda Silva, Alencar Coelhode Araújo, Mauro Sérgio Teixeira2023-09-22T10:19:30Zoai:proa.ua.pt:article/32225Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:34.358097Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
Objetivos formativos presentes en Tesis y Disertaciones relacionadas con la Educación CTS defendidas en Brasil entre 2010 y 2019
Objetivos formativos presentes em Teses e Dissertações relacionadas com a Educação CTS defendidas no Brasil entre 2010 e 2019
title Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
spellingShingle Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
da Silva, Alencar Coelho
title_short Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
title_full Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
title_fullStr Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
title_full_unstemmed Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
title_sort Formative objectives present in Theses and Dissertations related to STS Education defended in Brazil between 2010 and 2019
author da Silva, Alencar Coelho
author_facet da Silva, Alencar Coelho
de Araújo, Mauro Sérgio Teixeira
author_role author
author2 de Araújo, Mauro Sérgio Teixeira
author2_role author
dc.contributor.author.fl_str_mv da Silva, Alencar Coelho
de Araújo, Mauro Sérgio Teixeira
description The increase in scientific production and the lack of bibliographic studies in the area of STS Education indicate the relevance of state of knowledge research such as the one presented here that involved an expressive set of 860 Theses and Dissertations that are part of the collection located in the CAPES Catalogue. This study aimed to identify and characterize what are the formative objectives related to STS Education present in the Theses and Dissertations defended in Brazil between 2010 and 2019, also considering the evolution of academic extracts Professional Master, Academic Master and Doctorate. The theme of this research is justified because the formative objectives constitute the core of the teaching work and the processes of teacher education. The ten categories of analysis observed were obtained from descriptors elaborated a priori based on the literature of the area, allowing a broad mapping of the collection, being verified among the formative objectives the predominance of the categories Development of Critical and Reflective Thinking; Study of STS Relations and Promotion of Scientific Literacy and Scientific and Technological Literacy, being little explored the category Awareness. The results indicate that STS Education can contribute to the improvement of Brazilian scientific education, favoring the articulation of the different dimensions analyzed in educational activities, so that the researches analyzed contemplate relevant aspects defended by contemporary society and that are even provided for official Brazilian documents such as the Common National Curriculum Base (BNCC).
publishDate 2023
dc.date.none.fl_str_mv 2023-05-08
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.34624/id.v15i1.32225
https://doi.org/10.34624/id.v15i1.32225
url https://doi.org/10.34624/id.v15i1.32225
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/32225
https://proa.ua.pt/index.php/id/article/view/32225/22021
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
publisher.none.fl_str_mv Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro
dc.source.none.fl_str_mv Indagatio Didactica; Vol 15 No 1 (2023); 255-272
Indagatio Didactica; Vol. 15 Núm. 1 (2023); 255-272
Indagatio Didactica; Vol. 15 No 1 (2023); 255-272
Indagatio Didactica; vol. 15 n.º 1 (2023); 255-272
1647-3582
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