O enfoque CTS na formação inicial de professores: compreensões e obstáculos para uma ação docente crítico-transformadora

Abstract

The present work is based on the search for a transforming and emancipatory formation of physics teachers. The research was systematized in five articles. The article 1 presents the analysis of the state of the art scenario in research aimed at teacher training under a progressive bias, anchoring itself in the Discursive Textual Analysis (DTA) to perform the data analysis. Obtaining as a matter of emergency, the need to postulate teacher education in the molds of the progressive tendency. In addition, the analysis revealed a deficiency in research that includes the formative models Critical Reflective and Intellectual Critical Transformers, models that go together with the assumptions of an egalitarian and transformative education. This fact reinforced the search to answer the research question of the present work: "What contributions and obstacles in the process of insertion of the STS perspective in the Initial Formation of Physics teachers envisioning a critical- transformative education". Thus, seeking a critical-transformative education, it is proposed as an alternative to break the limitations signaled in article 1, the articulation between the CTS approach and the critical theory of Henry Giroux, which composes article 2. The articulation is proposed, from the understanding that both present a critical-politicized progressive perspective to teaching and teacher education. Thus, an approach is presented between the STS perspective and Henry Giroux's critical theory in the search for a critical and transformative education. In this way, article 3 presents the results obtained by the analysis of documentary discussions, used as a framework for obtaining the energy generating themes and STS approaches, stemming from the Thematic Research process. The thematic research process was a guiding element for the construction and implementation of the thematic sequence under a critical transformer bias. Thus, this article discusses social, ethical, economic issues and some training needs revealed by the students at the time of discussion of the presented audiovisuals. Article 4 presents the results obtained by the application of the initial questionnaires, some STS actions carried out in the classroom and the final questionnaire, aiming to have access to the understandings about the STS interrelationships that the students presented in the beginning, and that were constructed with The activities. At the moment, the limit situation in which graduates are immersed is signaled, since they are denoted marks that are oriented to traditionalist and reproductive tendencies, even when they notice the potentiality of the insertion of progressive tendencies to the teaching of physics. Thus, in article 5 are presented the results of the STS interventions, based on a transformative critical training model, carried out with the graduates, where it is discussed the overcoming of the limit situation in which they were immersed. The articles were analyzed DTA, and the emerging results revealed the potential of inserting actions with critical-transforming bias in the Initial Formation of Physics Teachers.