Situation of Study TELEVISION: possible insertions of CTS / CTSA approach

• Autor(a) principal: Ritter, Jaqueline
• Data de Publicação: 2019
• Outros Autores: Tavares, Laís dos Santos, de Oliveira, Pedro Guilherme Backes, Maldaner, Otavio Aloisio
• 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.v11i2.6670

The aim of the present work was to identify situations of CTS / CTSA nature (Science, Technology, Society and Environment) in Situations of Study (SE) and to analyze how the introduction / signification of scientific concepts of chemistry, physics and biology helped to interpret and these situations. The analysis corpus was part of two meetings held by a research group with professors from the Natural Sciences area of a school of Basic Education in Brazil. These encounters were recorded and transcribed for the subsequent identification of speech episodes whose narrative was pertinent to answer the following research question: Which principles are characteristic of a CTS / CTSA situation / issue or nature, and how do they relate to the assumptions of the SE? How is the contextualization of the historical knowledge of the sciences to help understand them in the context of life, action and decision making? The results and discussions that are presented in this work, evidence contextualization forms, as well as how much the conceptual language signified in situations of nature CTS / CTSA contributes to carry out such a curricular principle. However, CTS situations can and should happen throughout SE development, and not necessarily be the starting point for defining issues and problems. Conceptual and cultural meanings are historical and every day and therefore help to understand science and technology in the sociocultural context.