CTS AND ENVIRONMENTAL EDUCATION: A POSSIBLE DIALOGUE?

• Autor(a) principal: Maria Rosane Marques Barros
• Data de Publicação: 2023
• Outros Autores: Eduardo Luiz Dias Cavalcanti
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.17.2023.e856
• topic: CTS/CTSA; Educação ambiental crítica; Formação cidadã;; Sala de aula; Ensino de ciências; CTS/CTSA; Critical environmental education; Citizen formation; Classroom; Science teaching

Considering that the relationship between Critical Environmental Education (EA) and CTS/CTSA Education is little investigated, even though these two fields hold important convergences that correspond to the aspirations of a contemporary education committed to citizenship formation, the present study aims to analyze the dimensions of EA and CTS/CTSA Education present in productions in the area of science teaching involved with practices in the classroom. Thereby, works which were carried out in classroom that articulated CTS/CTSA and EA in their approaches and that were published in the annals of the VIII to XII edition of the Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), a Brazilian scientific event, were selected. In total, 04 works corresponded to the search criteria, they were selected and analyzed according to 03 structuring dimensions of analysis (DEA) which were previously constructed as presupposed categories, referring to the teaching purpose, the object of study (reality) and the approach that EA and CTS/CTSA fields have in common. The DEAs were systematized according to a technique adapted from Bardin's content analysis, which brings the categories of analysis, the recording units and the context based on a classification criterion defined by the researcher. In this way, the rule of exhaustiveness was obeyed, in which the author points out that no data should be left out of the constructed categories, for any reason. The results showed that some studies combined more than one dimension, with “decision making/ social participation/ citizenship” and “problematization of reality/ contextualization” appearing concomitantly in at least three of the evaluated studies. The dimension “interdisciplinary/ transdisciplinary approach” appeared in only one work. In this way, one understands the teaching effort to bring scientific knowledge closer to the daily reality of studentes, but an evident lack of integration of knowledge for analysis of the complexity of reality.