The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da SBEnBIO |
Texto Completo: | https://renbio.org.br/index.php/sbenbio/article/view/995 |
Resumo: | A qualitative study was carried out in a municipal education network to understand how the COVID-19 pandemic was addressed in curriculum documents of final grades of Elementary School in 2020. The content analysis, of a total of 28329 non-contact activities, revealed that only 2.44% of them dialogued with the pandemic. It was found that 91% of these activities were developed from the perspective of living with the risk of disaster, while 1.5% of them nurtured a questioning attitude. The literature on STS education made it possible to recognize that approaches to promoting “perceptions” about the pandemic predominated, showing a certain emptying of “questioning” about STS interrelations. Paths are indicated for a socio-scientific approach to COVID-19 in science and biology curricula. |
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The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspectiveLa pandemia de la COVID-19 como tema curricular: actividades no presenciales de una red de enseñanza analizadas desde la perspectiva de cts y Educación En DesastresA pandemia de COVID-19 como temática curricular: atividades não presenciais de uma rede de ensino analisadas pela perspectiva CTS e da educação em desastresTemas sociocientíficosDesastresCTSCurrículoCOVID-19Covid 19Temas SociocientíficosDesastresCTSCOVID-19Socioscientific themesDisastersSTSCurriculumCOVID-19Socioscientific themesDisastersSTSCurriculumCOVID-19Temas sociocientíficosDesastresCTSCurriculumCovid-19Temas sociocientíficosDesastresCTSCurriculumA qualitative study was carried out in a municipal education network to understand how the COVID-19 pandemic was addressed in curriculum documents of final grades of Elementary School in 2020. The content analysis, of a total of 28329 non-contact activities, revealed that only 2.44% of them dialogued with the pandemic. It was found that 91% of these activities were developed from the perspective of living with the risk of disaster, while 1.5% of them nurtured a questioning attitude. The literature on STS education made it possible to recognize that approaches to promoting “perceptions” about the pandemic predominated, showing a certain emptying of “questioning” about STS interrelations. Paths are indicated for a socio-scientific approach to COVID-19 in science and biology curricula.Se realizó un estudio cualitativo en una red educativa municipal para comprender cómo se abordó la pandemia de la COVID-19 en documentos curriculares de los grados finales de la Enseñanza Básica en el 2020. Reveló que 2,44% de ellos dialogaba con la pandemia. Se encontró que 91% de estas actividades se desarrollaron desde la perspectiva de convivir con el riesgo de desastre, mientras que 1,5% de ellas nutrió una actitud de cuestionamiento. La literatura sobre educación en CTS permitió reconocer que predominaron enfoques de promoción de “percepciones” sobre la pandemia, mostrando también cierto vaciamiento de las intenciones de “cuestionamiento” sobre las interrelaciones CTS. Se señalan caminos para un abordaje sociocientífico de esta temática en los currículos de ciencias y biología.Realizou-se um estudo qualitativo em uma rede municipal de ensino para compreender como a pandemia de COVID-19 foi abordada no currículo das séries finais do Ensino Fundamental no ano de 2020. A análise de conteúdo, de um total de 28329 atividades não presenciais, revelou que apenas 2,44% delas dialogavam com a pandemia. Constatou-se que 91% dessas atividades foram desenvolvidas sob a perspectiva da convivência com o risco de desastre, enquanto 1,5% delas nutriam uma atitude de questionamento. A literatura da educação CTS permitiu reconhecer que predominaram abordagens da promoção de “percepções” sobre a pandemia, também evidenciando certo esvaziamento das intencionalidades de “questionamentos” sobre interrelações CTS. São apontados caminhos para uma abordagem sociocientífica dessa temática nos currículos de ciências e biologia.SBEnBio - Associação Brasileira de Ensino de Biologia2023-11-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/99510.46667/renbio.v16inesp.1.995SBEnBio Biology Teaching Journal; 2023: v.16, nesp.1 (nov. 2023) -Thematic dossier: Biology curriculum and teaching; 777-799Revista de Enseñanza de Biología SBEnBio; 2023: v.16, nesp.1 (nov. 2023) - Dossier temático: Currículo y enseñanza de la biología; 777-799Revista de Ensino de Biologia da SBEnBio; 2023: v.16, nesp.1 (nov. 2023) - Dossiê temático: Currículo e ensino de Biologia; 777-7992763-889810.46667/renbio.v16inesp.1reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/995/365BrazilBrasilBrasilCopyright (c) 2023 Revista de Ensino de Biologia da SBEnBiohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSantos, Luiza Souza dosValdanha Neto, Diógenes2023-11-22T05:20:31Zoai:ojs.renbio.org.br:article/995Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2023-11-22T05:20:31Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false |
dc.title.none.fl_str_mv |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective La pandemia de la COVID-19 como tema curricular: actividades no presenciales de una red de enseñanza analizadas desde la perspectiva de cts y Educación En Desastres A pandemia de COVID-19 como temática curricular: atividades não presenciais de uma rede de ensino analisadas pela perspectiva CTS e da educação em desastres |
title |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective |
spellingShingle |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective Santos, Luiza Souza dos Temas sociocientíficos Desastres CTS Currículo COVID-19 Covid 19 Temas Sociocientíficos Desastres CTS COVID-19 Socioscientific themes Disasters STS Curriculum COVID-19 Socioscientific themes Disasters STS Curriculum COVID-19 Temas sociocientíficos Desastres CTS Curriculum Covid-19 Temas sociocientíficos Desastres CTS Curriculum |
title_short |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective |
title_full |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective |
title_fullStr |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective |
title_full_unstemmed |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective |
title_sort |
The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective |
author |
Santos, Luiza Souza dos |
author_facet |
Santos, Luiza Souza dos Valdanha Neto, Diógenes |
author_role |
author |
author2 |
Valdanha Neto, Diógenes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Luiza Souza dos Valdanha Neto, Diógenes |
dc.subject.por.fl_str_mv |
Temas sociocientíficos Desastres CTS Currículo COVID-19 Covid 19 Temas Sociocientíficos Desastres CTS COVID-19 Socioscientific themes Disasters STS Curriculum COVID-19 Socioscientific themes Disasters STS Curriculum COVID-19 Temas sociocientíficos Desastres CTS Curriculum Covid-19 Temas sociocientíficos Desastres CTS Curriculum |
topic |
Temas sociocientíficos Desastres CTS Currículo COVID-19 Covid 19 Temas Sociocientíficos Desastres CTS COVID-19 Socioscientific themes Disasters STS Curriculum COVID-19 Socioscientific themes Disasters STS Curriculum COVID-19 Temas sociocientíficos Desastres CTS Curriculum Covid-19 Temas sociocientíficos Desastres CTS Curriculum |
description |
A qualitative study was carried out in a municipal education network to understand how the COVID-19 pandemic was addressed in curriculum documents of final grades of Elementary School in 2020. The content analysis, of a total of 28329 non-contact activities, revealed that only 2.44% of them dialogued with the pandemic. It was found that 91% of these activities were developed from the perspective of living with the risk of disaster, while 1.5% of them nurtured a questioning attitude. The literature on STS education made it possible to recognize that approaches to promoting “perceptions” about the pandemic predominated, showing a certain emptying of “questioning” about STS interrelations. Paths are indicated for a socio-scientific approach to COVID-19 in science and biology curricula. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://renbio.org.br/index.php/sbenbio/article/view/995 10.46667/renbio.v16inesp.1.995 |
url |
https://renbio.org.br/index.php/sbenbio/article/view/995 |
identifier_str_mv |
10.46667/renbio.v16inesp.1.995 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://renbio.org.br/index.php/sbenbio/article/view/995/365 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista de Ensino de Biologia da SBEnBio https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista de Ensino de Biologia da SBEnBio https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
Brazil Brasil Brasil |
dc.publisher.none.fl_str_mv |
SBEnBio - Associação Brasileira de Ensino de Biologia |
publisher.none.fl_str_mv |
SBEnBio - Associação Brasileira de Ensino de Biologia |
dc.source.none.fl_str_mv |
SBEnBio Biology Teaching Journal; 2023: v.16, nesp.1 (nov. 2023) -Thematic dossier: Biology curriculum and teaching; 777-799 Revista de Enseñanza de Biología SBEnBio; 2023: v.16, nesp.1 (nov. 2023) - Dossier temático: Currículo y enseñanza de la biología; 777-799 Revista de Ensino de Biologia da SBEnBio; 2023: v.16, nesp.1 (nov. 2023) - Dossiê temático: Currículo e ensino de Biologia; 777-799 2763-8898 10.46667/renbio.v16inesp.1 reponame:Revista da SBEnBIO instname:Associação Brasileira de Ensino de Biologia (SBEnBio) instacron:SBEnBio |
instname_str |
Associação Brasileira de Ensino de Biologia (SBEnBio) |
instacron_str |
SBEnBio |
institution |
SBEnBio |
reponame_str |
Revista da SBEnBIO |
collection |
Revista da SBEnBIO |
repository.name.fl_str_mv |
Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio) |
repository.mail.fl_str_mv |
revistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com |
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