STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship

Detalhes bibliográficos
Autor(a) principal: Ferraz, Anderson Claiton
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.v15i1.32132
Resumo: This qualitative research aimed to investigate the formative contributions for students of a public school, based on interventions carried out in physics classes aligned with STS Education and Educating by Research, emphasizing the social and environmental impacts caused by a mining company in the city of Salto de Pirapora-SP where the school is located. The interdisciplinary activities stimulated the construction of knowledge by the students, who acted with freedom and autonomy in conducting research and analysis of the discourses of colleagues and interviewees, generating confidence to listen and modify their placements and also act to modify the conditions of the context in which they live. It was verified the importance of teacher mediation, which led students to review their views towards a greater awareness about the problems addressed. The data were obtained through questionnaires, portfolios and audio recordings of the activities that aimed to clarify the environmental impacts of mining, highlighting the economic and social development of the city, the destruction of flora and fauna, as well as adjacent sociological and political aspects. The results indicated success of the theoretical and methodological framework employed, making classes more dynamic and promoting greater student-student and student-teacher interactions, in addition to contributing to the development of Critical and Reflective Think­ing, favoring the conscious exercise of citizenship, which can be observed by the search for social transformation and by learning to work in groups, generating benefits to the school and society in which it is inserted.
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spelling STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of CitizenshipLa Educación CTS como Guía Didáctico-Metodológica para el Aprendizaje Crítico y el Ejercicio de la CiudadaníaEducação CTS como Encaminhamento Didático-metodológico destinado à Aprendizagem Crítica e o Exercício da CidadaniaThis qualitative research aimed to investigate the formative contributions for students of a public school, based on interventions carried out in physics classes aligned with STS Education and Educating by Research, emphasizing the social and environmental impacts caused by a mining company in the city of Salto de Pirapora-SP where the school is located. The interdisciplinary activities stimulated the construction of knowledge by the students, who acted with freedom and autonomy in conducting research and analysis of the discourses of colleagues and interviewees, generating confidence to listen and modify their placements and also act to modify the conditions of the context in which they live. It was verified the importance of teacher mediation, which led students to review their views towards a greater awareness about the problems addressed. The data were obtained through questionnaires, portfolios and audio recordings of the activities that aimed to clarify the environmental impacts of mining, highlighting the economic and social development of the city, the destruction of flora and fauna, as well as adjacent sociological and political aspects. The results indicated success of the theoretical and methodological framework employed, making classes more dynamic and promoting greater student-student and student-teacher interactions, in addition to contributing to the development of Critical and Reflective Think­ing, favoring the conscious exercise of citizenship, which can be observed by the search for social transformation and by learning to work in groups, generating benefits to the school and society in which it is inserted.para los estudiantes de una escuela pública, a partir de intervenciones realizadas en clases de Física alineadas con Educación CTS y Educar por la Investigación, enfatizando los impactos sociales y ambientales causados por una empresa minera en la ciudad de Salto de Pirapora-SP donde se encuentra la escuela. Las actividades interdisciplinarias estimularon la construcción del conocimiento por parte de los estudiantes, que actuaron con libertad y autonomía en la realización de investigaciones y análisis de los discursos de colegas y entrevistados, generando confianza para escuchar y modificar sus ubicaciones y también actuar para modificar las condiciones del contexto en el que viven. Se verificó la importancia de la mediación docente, lo que llevó a los estudiantes a revisar sus puntos de vista hacia una mayor conciencia sobre los problemas abordados. Los datos se obtuvieron a través de cuestionarios, portafolios y grabaciones de audio de las actividades que tenían como objetivo aclarar los impactos ambientales de la minería, destacando el desarrollo económico y social de la ciudad, la destrucción de flora y fauna, así como aspectos sociológicos y politicos adyacentes. Los resultados indicaron éxito del marco teórico y metodológico empleado, dinamizando las clases y promoviendo mayores interacciones alumno-alumno y alumno-profesor, además de contribuir al desarrollo del Pensamiento Crítico y Reflexivo, favoreciendo el ejercicio consciente de la ciudadanía, lo que puede ser observado por la búsqueda de transformación social y por aprender a trabajar en grupo, generando beneficios a la escuela y a la sociedad en la que se inserta.Esta pesquisa qualitativa objetivou investigar as contribuições formativas para alunos de uma escola pública, tendo por base intervenções realizadas nas aulas de Física alinhadas à Educação CTS e ao Educar pela Pesquisa, enfatizando os impactos sociais e ambientais causados por uma empresa mineradora na cidade de Salto de Pirapora-SP onde a escola se situa. As atividades de caráter interdisciplinar estimularam a construção de conhecimentos pelos estudantes, que atuaram com liberdade e autonomia na realização de pesquisas e análises dos discursos dos colegas e dos entrevistados, gerando confiança para ouvir e modificar suas colocações e, ainda, atuarem para modificar as condições do contexto em que vivem. Constatou-se a importância da mediação do professor, que conduziu os estudantes a reverem seus pontos de vista em direção a uma maior conscientização acerca dos problemas abordados. Os dados foram obtidos através de questionários, portfólios e gravações de áudio das atividades que visaram esclarecer os impactos ambientais provenientes da mineração, sendo salientados o desenvolvimento econômico e social da cidade, a destruição da flora e fauna, além de aspectos sociológicos e políticos adjacentes. Os resultados indicaram sucesso do referencial teórico e metodológico empregado, tornando as aulas mais dinâmicas e promovendo maiores interações aluno-aluno e aluno-professor, além de contribuir para o desenvolvimento do Pensamento Crítico e Reflexivo, favorecendo o exercício consciente da cidadania, o que pode ser observado pela busca de transformação social e pela aprendizagem em trabalhar em grupos, gerando benefícios à escola e à sociedade em que está inserida.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.v15i1.32132https://doi.org/10.34624/id.v15i1.32132Indagatio Didactica; Vol 15 No 1 (2023); 121-138Indagatio Didactica; Vol. 15 Núm. 1 (2023); 121-138Indagatio Didactica; Vol. 15 No 1 (2023); 121-138Indagatio Didactica; vol. 15 n.º 1 (2023); 121-1381647-3582reponame: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/32132https://proa.ua.pt/index.php/id/article/view/32132/21967http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFerraz, Anderson Claitonde Araújo, Mauro Sérgio Teixeira2023-09-22T10:19:29Zoai:proa.ua.pt:article/32132Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:34.002413Repositório 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 STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
La Educación CTS como Guía Didáctico-Metodológica para el Aprendizaje Crítico y el Ejercicio de la Ciudadanía
Educação CTS como Encaminhamento Didático-metodológico destinado à Aprendizagem Crítica e o Exercício da Cidadania
title STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
spellingShingle STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
Ferraz, Anderson Claiton
title_short STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
title_full STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
title_fullStr STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
title_full_unstemmed STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
title_sort STS Education as a Didactic-Methodological Guide for Critical Learning and the Exercise of Citizenship
author Ferraz, Anderson Claiton
author_facet Ferraz, Anderson Claiton
de Araújo, Mauro Sérgio Teixeira
author_role author
author2 de Araújo, Mauro Sérgio Teixeira
author2_role author
dc.contributor.author.fl_str_mv Ferraz, Anderson Claiton
de Araújo, Mauro Sérgio Teixeira
description This qualitative research aimed to investigate the formative contributions for students of a public school, based on interventions carried out in physics classes aligned with STS Education and Educating by Research, emphasizing the social and environmental impacts caused by a mining company in the city of Salto de Pirapora-SP where the school is located. The interdisciplinary activities stimulated the construction of knowledge by the students, who acted with freedom and autonomy in conducting research and analysis of the discourses of colleagues and interviewees, generating confidence to listen and modify their placements and also act to modify the conditions of the context in which they live. It was verified the importance of teacher mediation, which led students to review their views towards a greater awareness about the problems addressed. The data were obtained through questionnaires, portfolios and audio recordings of the activities that aimed to clarify the environmental impacts of mining, highlighting the economic and social development of the city, the destruction of flora and fauna, as well as adjacent sociological and political aspects. The results indicated success of the theoretical and methodological framework employed, making classes more dynamic and promoting greater student-student and student-teacher interactions, in addition to contributing to the development of Critical and Reflective Think­ing, favoring the conscious exercise of citizenship, which can be observed by the search for social transformation and by learning to work in groups, generating benefits to the school and society in which it is inserted.
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.v15i1.32132
https://doi.org/10.34624/id.v15i1.32132
url https://doi.org/10.34624/id.v15i1.32132
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://proa.ua.pt/index.php/id/article/view/32132
https://proa.ua.pt/index.php/id/article/view/32132/21967
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
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); 121-138
Indagatio Didactica; Vol. 15 Núm. 1 (2023); 121-138
Indagatio Didactica; Vol. 15 No 1 (2023); 121-138
Indagatio Didactica; vol. 15 n.º 1 (2023); 121-138
1647-3582
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instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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