O pensamento latino-americano em Ciência, Tecnologia e Sociedade: uma abordagem interdisciplinar no ensino de Hidrologia e suas problemáticas sociocientíficas

Abstract

The dissertation addresses the implementation of an Elective Curricular Unit in a public school in the state of Mato Grosso do Sul, focused on the theme of Hydrology and based on the perspective of Latin American Thought in Science, Technology and Society (LATSTS). The objective is to investigate how the offer of this Elective Curricular Unit, permeated by the LATSTS perspective, can enhance genuine discussions that promote training for citizenship. To this end, three specific objectives are outlined: (a) identify and analyze teaching methods based on the LATSTS perspective; (b) investigate the potability of water from school drinking fountains, using a LATSTS approach in experimental activities; and (c) examine the development of a critical positioning of students in relation to the topic of hydrology and its socio-scientific implications. The research employs a multipaper approach, in which three articles make up the chapters of the dissertation. The first chapter consists of a systematic literature review (SLR) using the CAPES Theses and Dissertations Catalog, in order to identify science teaching methods based on the LATSTS perspective. The second chapter describes an experimental activity to investigate the potability of water from school drinking fountains, following a LATSTS approach. The third chapter discusses the development of students' critical positioning in relation to hydrology, also using the LATSTS perspective. The SLR results reveal science teaching methods aligned with the LATSTS perspective, providing an overview of the state of the art in this area. The application of the didactic sequence in the second chapter allows the assessment of the potability of water from the school's drinking fountains, while the third chapter highlights the development of students' critical thinking in relation to the topic of hydrology. The research highlights the importance of the LATSTS approach in science teaching, providing an integration between scientific, social and cultural aspects. Furthermore, it highlights the relevance of addressing local and regional issues, promoting contextualized and interdisciplinary education. The research also points to the need for methodologies that involve students as active subjects in the learning process, aiming to develop critical thinking skills and awareness of environmental and social issues.