Investigações em Ensino de Ciências (Apr 2016)
Reflections on the development of a proposal for STS teaching developed in the context of youth and adult education
Abstract
The paper presents reflections on the joint STS triad based on data collected in intervention research carried out in a high school class of Youth and Adult Education. The subjects were students, the teacher of the class and the teacher-researcher. Data were built from the descriptive and reflective memorial of the researcher, of audio recordings of some classes, questionnaires, interviews and report analysis built by the students. The theoretical foundations of the research consisted of STS studies, Historical-Critical Pedagogy proposed by Dermeval Saviani and additionally authors discuss the Youth and Adult Education and its specificities. The categories for analysis were based on the content analysis (Bardin, 2011). Three categories of data analysis have been established: i) joint STS triad; ii) didactic and pedagogical practice; iii) perceptions of those involved on the process. However, in this work, we emphasize only the data of the first category analyzed. The results show that the transposition of STS relations to the educational context results in different emphasis on those aspects of Science, Technology and Society. Such considerations may be relevant to the construction of curriculum proposals involving the STS approach in teaching biology of adult education.
