The COVID-19 pandemic as a curricular theme: remote activities of a teaching network analyzed from the sts and Disaster Education perspective

Detalhes bibliográficos
Autor(a) principal: Santos, Luiza Souza dos
Data de Publicação: 2023
Outros Autores: Valdanha Neto, Diógenes
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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spelling 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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