Educação CTS, teoria política cultural de Giroux e a abordagem temática Freireana: contribuições para a formação de professores de ciências

Abstract

The present work deals with a path for the initial formation of Physics teachers from a transformative perspective. The work structure comprises a chapter with initial theoretical contribution, three articles and preliminary data analysis. Article 1 articulates three main pillars: Henry Giroux's cultural political theory, Paulo Freire's Pedagogy and CTS Education. During the initial search about the theorists' conjunctures, the question was raised and chosen: What are the potentials and obstacles of the insertion process of the CTS/CTSA perspective in the curricular component of Physics Teaching Practice in a teacher training course? The willingness to carry out a survey of the productions about the STS approaches for the formation of Science teachers was expressed. For this purpose, the analysis of article 2 is followed. The results presented show the need to promote teaching strategies that take into account the critical-transforming model. The works analyzed focus on initial training and episodes of continuing education. In this sense, in article 3, we started in search of the conceptions of undergraduates in Physics at the Federal University of Mato Grosso do Sul regarding conceptual issues and the relationship between Science, Technology and Society. Discursive Textual Analysis (ATD) was used to systematize and analyze the responses. The analysis of the questionnaires and the connections established with the theoretical framework evidenced the detached conception of the relations between Science, Technology and Society based on the situations addressed in the questionnaire. Towards an episode of teacher training intervention, article 4 is under construction, which deals with an episode of training carried out in a discipline of the Physics Course at the Federal University of Mato Grosso do Sul, using the Freirian Thematic Investigation for this purpose. Obtaining the generator theme. Article 5 comprises a process of teaching politicization through facing an extreme situation. Due to the pandemic imposed by the occurrence of COVID-19, the classes were taught remotely and recorded. The discussions were transcribed and will be analyzed using the references of the Freire- Giroux-CTS articulation. The results indicate the potential of this type of path in initial training and point to the need for constant episodes of politicization towards democratic education. It is expected with this work, to promote an episode of emancipatory formation built from STS Education.