Análise das referências bibliográficas de publicações sobre o ensino de Química no CTS brasileiro a partir de redes sociais

• Autor(a) principal: Brandão, Juliana Barreto
• Data de Publicação: 2019
• Outros Autores: Bouzon, Júlia Damazio, dos Santos, Taís Conceição, Chrispino, Álvaro
• 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.v11i2.6130

The Science, Technology and Society (CTS) teaching emerges as a possibility to overcome the fragmented and decontextualized form with which the contents of Chemistry are worked in High School, since it seeks to broaden the understanding of these contents, in addition to a propaedeutic education. In this way, bibliographic research is essential for those who want a theoretical foundation essential to the realization of teaching practice in the CTS perspective. In this context, this work aims to contribute to the mapping of the state of the art of research and publications carried out in Brazil in the Chemistry teaching, within the framework of CTS teaching, from the social networks tool. To do this, a network was built based on 612 bibliographic references contained in 41 articles about the Chemistry teaching in the CTS, found in 31 Brazilian journals of Education and Education, indexed in Qualis A1, A2 and B1, which are included in the database of the CTS Group and Education of CEFET/RJ, published from 1996 to 2016. As a result of this mapping, we list the eight works that establish greater communication among themselves, being considered relevant in the context of study, besides presenting their main ideas, in order to contribute to those who wish to appropriate the assumptions of the CTS approach applied to the teaching of Chemistry.