STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná

Detalhes bibliográficos
Autor(a) principal: Oliveira, Rosilene dos Santos
Data de Publicação: 2023
Outros Autores: Kiouranis, Neide Maria Michellan
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4359
Resumo: The present research aims to understand how the STSE (Science/Technology/Society/Environment) approach is presented in the menu and curriculum matrix of the Pedagogical Projects of Undergraduate Chemistry Courses of public Higher Education Institutions in the State of Paraná, Brazil. To do so, 21 institutions were identified, which offer a degree course in Chemistry, whose Pedagogical Projects were analyzed using a Textual Discourse Analysis. Through the analytical process, it was possible to verify that the investigated Pedagogical Projects present the insertion of the STS(E) approach predominantly in pedagogical curricular components as STS content and, to a lesser extent, as a STS curricular component. This observation leads to the need for the STS(E) approach to be also contemplated in the specific curricular components, since teacher education requires the articulation between specific and pedagogical knowledge.
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spelling STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of ParanáEnfoque CTSA en la Formación Inicial del Profesorado: Comprensiones hechas a partir del Análisis de Proyectos Pedagógicos de Carreras de Licenciatura en Química en el Estado de ParanáEnfoque CTSA na Formação Inicial de Professores: Compreensões Tecidas a partir da Análise dos Projetos Pedagógicos dos Cursos de Licenciatura em Química do Estado do ParanáCurrículoLicenciatura em QuímicaCidadaniaFormação CríticaCurriculumUndergraduate ChemistryCitizenshipCritical EducationCurriculoLicenciatura en QuímicaCiudadaníaFormación CríticaThe present research aims to understand how the STSE (Science/Technology/Society/Environment) approach is presented in the menu and curriculum matrix of the Pedagogical Projects of Undergraduate Chemistry Courses of public Higher Education Institutions in the State of Paraná, Brazil. To do so, 21 institutions were identified, which offer a degree course in Chemistry, whose Pedagogical Projects were analyzed using a Textual Discourse Analysis. Through the analytical process, it was possible to verify that the investigated Pedagogical Projects present the insertion of the STS(E) approach predominantly in pedagogical curricular components as STS content and, to a lesser extent, as a STS curricular component. This observation leads to the need for the STS(E) approach to be also contemplated in the specific curricular components, since teacher education requires the articulation between specific and pedagogical knowledge.La presente investigación tiene como objetivo comprender cómo se presenta el enfoque CTSA (Ciencia/Tecnología/Sociedad/Medio Ambiente) en el descripciones de las asignaturas y la matriz curricular de los Proyectos Pedagógicos de Cursos de Grado (PPC) en Química de las Instituciones de Educación Superior públicas del Estado de Paraná, Brasil. Para ello, se identificaron 21 instituciones que imparten la carrera de Química, cuyos PPC fueron analizados mediante un Análisis Textual del Discurso. A través del proceso de análisis, fue posible verificar que los PPC investigados presentan la inserción del enfoque CTS(A), predominantemente, en componentes curriculares pedagógicos como contenido CTS y, en menor número, como componente curricular CTS. Esta constatación lleva a la necesidad de que el enfoque CTS(A) se contemple también en los componentes curriculares específicos, ya que la formación del profesorado requiere la articulación entre conocimientos específicos y pedagógicos.A presente pesquisa objetiva compreender como o enfoque CTSA (Ciência/Tecnologia/Sociedade/Ambiente) se apresenta na ementa e na matriz curricular dos Projetos Pedagógicos dos Cursos (PPC) de Licenciatura em Química de Instituições públicas de Ensino Superior do Estado do Paraná, Brasil. Para tanto, identificaram-se 21 instituições que ofertam o curso de Licenciatura em Química, cujos PPC foram analisados mediante a Análise Textual Discursiva. Por meio do processo analítico, foi possível constatar que os PPC investigados apresentam a inserção do enfoque CTS(A), predominantemente, em componentes curriculares pedagógicos como conteúdo CTS e, em menor número, como componente curricular CTS. Essa constatação direciona à necessidade de o enfoque CTS(A) ser também contemplado nos componentes curriculares específicos, uma vez que a formação docente requer a articulação entre conhecimentos específicos e pedagógicos.Editora Cruzeiro do Sul2023-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/435910.26843/rencima.v14n5a04Revista de Ensino de Ciências e Matemática; v. 14 n. 5 (2023): nov.; 1-212179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/4359/2097https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliveira, Rosilene dos SantosKiouranis, Neide Maria Michellan2024-02-27T23:58:26Zoai:ojs.pkp.sfu.ca:article/4359Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-02-27T23:58:26Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
Enfoque CTSA en la Formación Inicial del Profesorado: Comprensiones hechas a partir del Análisis de Proyectos Pedagógicos de Carreras de Licenciatura en Química en el Estado de Paraná
Enfoque CTSA na Formação Inicial de Professores: Compreensões Tecidas a partir da Análise dos Projetos Pedagógicos dos Cursos de Licenciatura em Química do Estado do Paraná
title STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
spellingShingle STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
Oliveira, Rosilene dos Santos
Currículo
Licenciatura em Química
Cidadania
Formação Crítica
Curriculum
Undergraduate Chemistry
Citizenship
Critical Education
Curriculo
Licenciatura en Química
Ciudadanía
Formación Crítica
title_short STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
title_full STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
title_fullStr STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
title_full_unstemmed STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
title_sort STSE Approach in Initial Teacher Education: Understandings Weaved from the Analysis of the Pedagogical Projects of Undergraduate Chemistry Courses in the State of Paraná
author Oliveira, Rosilene dos Santos
author_facet Oliveira, Rosilene dos Santos
Kiouranis, Neide Maria Michellan
author_role author
author2 Kiouranis, Neide Maria Michellan
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Rosilene dos Santos
Kiouranis, Neide Maria Michellan
dc.subject.por.fl_str_mv Currículo
Licenciatura em Química
Cidadania
Formação Crítica
Curriculum
Undergraduate Chemistry
Citizenship
Critical Education
Curriculo
Licenciatura en Química
Ciudadanía
Formación Crítica
topic Currículo
Licenciatura em Química
Cidadania
Formação Crítica
Curriculum
Undergraduate Chemistry
Citizenship
Critical Education
Curriculo
Licenciatura en Química
Ciudadanía
Formación Crítica
description The present research aims to understand how the STSE (Science/Technology/Society/Environment) approach is presented in the menu and curriculum matrix of the Pedagogical Projects of Undergraduate Chemistry Courses of public Higher Education Institutions in the State of Paraná, Brazil. To do so, 21 institutions were identified, which offer a degree course in Chemistry, whose Pedagogical Projects were analyzed using a Textual Discourse Analysis. Through the analytical process, it was possible to verify that the investigated Pedagogical Projects present the insertion of the STS(E) approach predominantly in pedagogical curricular components as STS content and, to a lesser extent, as a STS curricular component. This observation leads to the need for the STS(E) approach to be also contemplated in the specific curricular components, since teacher education requires the articulation between specific and pedagogical knowledge.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4359
10.26843/rencima.v14n5a04
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4359
identifier_str_mv 10.26843/rencima.v14n5a04
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/4359/2097
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 14 n. 5 (2023): nov.; 1-21
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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