Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-07-30Bitstream added on 2014-06-13T19:42:10Z : No. of bitstreams: 1 martinezperez_lf_dr_bauru.pdf: 4033729 bytes, checksum: 032d36a0f511776fb913f3e73852d4d1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A perspectiva Ciência, Tecnologia, Sociedade e Ambiente (CTSA), nas últimas décadas, tem se constituído uma alternativa de renovação curricular para o ensino de ciências em vários países do mundo. Assim, currículos de ciências, projetos escolares e pesquisas didáticas tem adotado, en seus fundamentos, orientações desta perspectiva. No entanto, apresentam-se problemas no desenvolvimento da perspectiva CTSA nas práticas docentes dos professores de ciências em serviço. Neste contexto, esta pesquisa teve como objetivo estudar as contribuições e as dificuldades da abordagem de QSC para a Formação Continuada de Professores de Ciências, através de uma análise de discurso crítica sobre o trabalho realizado com professores de ciências em serviço durante o decorrer da disciplina Ensino de Ciências com enfoque CTSA, a partir de questões sociocientíficas oferecida em um curso de mestrado em docência da química. A pesquisa foi fundamentada na concepção crítica da formação de professores e envolveu uma metodologia qualitativa de corte crítico, na qual, as brechas existentes entre a teoria e a prática são a fonte dos problemas educacionais. Para a discussão dos dados nos embasamos na análise do discurso crítica, porque oferece um dispositivo analítico interessante para estudar o discurso em processos de mudança educacional. A partir das análises realizadas defendemos a tese que a abordagem de QSC na prática docente pode contribuir à Formação Continuada de Professores de Ciências em termos de problematizar a ideologia tecnicista do currículo tradicional de ciências, a partir da linguagem crítica e da linguagem da possibilidade, bem como pode contribuir para fortalecer a autonomia docente encorajando os professores no desenvolvimento de pesquisas sobre sua própria prática. As análises também evidenciam que as interações dialógicas de persuasão... / The perspective Science, Technology, Society and Environment (STSE) in recent decades, has become an alternative curriculum renewal for the Teaching of Science in countries around the world. Thus, science curricula, teaching and research school projects have adopted, in its fundamentals, guidelines from this perspective. However, there are problems in the development of perspective in teaching practices of science teachers in service. In this context, this research was to study the contributions and the difficulties of the approach to QSC for Continuing Education of Science Teachers, through a Critical Discourse Analysis on the work with science teachers in-service during the course of a discipline Teaching Science with focus STSE, from social-sicentific issues, offered in a masters course in Teaching of Chemistry. The research was based on the critical perspective of teacher education and qualitative methodology involved a critical cut, in which the gaps between theory and practice are the source of educational problems. For discussion of the data based it on the Critical Discourse Analysis, as it offers an interesting analytical device to study the discourse in processes of educational change. From the analysis carried defend the thesis that the approach of socioscientific issues (SSI) in teaching practice can contribute to the Continuing Education of Science Teachers in terms of questioning the ideology of the traditional curriculum technicalities of Sciences, from the language of criticism and the language of possibility, and can contribute to strengthening the teaching autonomy by encouraging teachers to developed research on their own practice. The analysis also showed that the interactions of persuasion and the dialogic interactions polyphonic represent and important element of discourse production to develop training processes between in-service science teachers and university... (Complete abstract click electronic access below)

The Scientific Literacy (SL) in the Science curriculum presents a proposal of education focused on the students' citizenship, through the understanding of scientific and technological subjects. Thus, the Socioscientific issues approach (SSI), which considers the dimensions of the STSE (Science, Technology, Society and Environment) approach, the cultural and ethical aspects, the reasoning and the emotional development of the students takes space. In this context, the teaching of Ecology has great relevance due to its complexity and interfaces with other areas of knowledge, coupled with the growing need for greater care with the planet, due to the environmental impacts caused by the anthropic action. The present work has the general objective to analyze the potentialities and limitations of the use of SSI in the teaching of Ecology, in order to contribute to the SL of students of the 6th year of Elementary School of the municipal network of Lagarto, central-southern region of Sergipe. The research is divided in three stages: 1) Investigation of the knowledge of science teachers of the municipal network of teaching of Lagarto, about the SL, the STSE approach and the SSI and how they approach the content of Ecology in their classes; 2) Construction, in a collaborative way with one of these teachers, of a Didactic Sequence (DS) on the theme "use of pesticides in Lagarto"; 3) Application and evaluation of DS. The data collection instrument of the first stage of the research was a questionnaire, answered by 13 of the 22 Science teachers, who demonstrated to have some knowledge about the SL, the STSE approach and the SSI, but in practice, the local reality still seems be addressed in Ecology classes. For DS, five classes were elaborated, with the use of resources and diverse didactic strategies, which made possible the aggrandizement of the teaching and learning process. During the DS application, the participating teacher's commitment was to stimulate the critical thinking of the students, by analyzing the "positive" and negative aspects that involve the use of pesticides. Thus, the students could engage in the discussions, expressing their views on the subject and sharing their experiences. It is concluded, therefore, that the students bring with them a range of knowledge, acquired mainly in their daily living, that need to be worked in the classroom, so that the learning of new contents can have meaning and effectively contribute to the citizen formation of the students. For this to happen, it is necessary that the teacher is concerned with using scientific subjects as a means to understand a social problem, addressing real and current issues. / A Alfabetização Científica (AC) no currículo de Ciências apresenta uma proposta de educação voltada para formação cidadã dos estudantes, através do entendimento de assuntos científico-tecnológicos. Desse modo, ganha espaço a abordagem de Questões Sociocientíficas (QSC), que considera as dimensões presentes no enfoque CTSA (Ciência, Tecnologia, Sociedade e Ambiente), os aspectos culturais e éticos, o raciocínio e o desenvolvimento emocional dos estudantes. Nesse contexto, o ensino de Ecologia apresenta grande relevância devido a sua complexidade e interfaces com outras áreas do conhecimento, aliada à necessidade crescente de maior cuidado com o planeta, em virtude dos impactos ambientais causados pela ação antrópica. O presente trabalho tem como objetivo geral analisar as potencialidades e limitações da utilização de QSC no ensino de Ecologia, de modo a contribuir para a AC de estudantes do 6º ano do Ensino Fundamental da rede municipal de Lagarto, região centro-sul de Sergipe. A pesquisa está dividida em três etapas: 1) Investigação dos saberes de professores de Ciências da rede municipal de ensino de Lagarto, sobre a AC, o enfoque CTSA e as QSC e a forma com que abordam o conteúdo de Ecologia em suas aulas; 2) Construção, de maneira colaborativa com um desses docentes, de uma Sequência didática (SD) sobre a temática “utilização de agrotóxicos em Lagarto”; 3) Aplicação e avaliação da SD. O instrumento de coleta de dados da primeira etapa da pesquisa foi um questionário, respondido por 13 dos 22 professores de Ciências, os quais demonstraram ter certo conhecimento acerca da AC, do enfoque CTSA e das QSC, porém na prática, a realidade local ainda parece ser pouco abordada nas aulas de Ecologia. Para a SD foram elaboradas cinco aulas, com a utilização de recursos e estratégias didáticas diversificadas, o que possibilitou o engrandecimento do processo de ensino e aprendizagem. Durante a aplicação da SD, observou-se o empenho da professora participante em estimular o pensamento crítico dos discentes, por meio da análise dos aspectos “positivos” e negativos que envolvem a utilização dos agrotóxicos. Assim, os estudantes puderam envolve-se nas discussões, expressando suas opiniões acerca do assunto e compartilhando suas vivências. Conclui-se, portanto, que os estudantes trazem consigo uma gama de conhecimentos, adquiridos principalmente na sua vivência diária, que precisam ser trabalhados na sala de aula, para que assim a aprendizagem de novos conteúdos possa ter sentido e efetivamente contribua para a formação cidadã dos discentes. Para que isso aconteça é necessário que o docente preocupe-se em utilizar os assuntos científicos como meios para entender uma problemática social, abordando questões reais e atuais. / São Cristóvão, SE

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.

Although STSE has recently received attention in educational research, policy, and science curricula development, fewer strides have been made in moving theory into practice. There are many examples of STSE-based and issues-based teaching in science at the elementary and secondary levels, which can be found in the literature (Alsop, Bencze, & Pedretti, 2005; Hodson, 1993, 2000; Pedretti & Hodson, 1995), yet little has focused specifically on physics education. This doctoral thesis will examine pre-service physics teachers’ beliefs and perceptions, challenges and tensions which influence their adoption of STSE education in the context of a pre-service physics education course (Curriculum and Instruction in Physics Education at the B.Ed level). An interpretive case study design as described by Merriam (1988) has been employed for this research (Merriam, 1988; Novodvorsky, 2006). The specific phenomena this case study examined and explored were the pre-service physics teachers’ beliefs and perceptions, challenges and tensions influencing their adoption of physics curricula that explicitly emphasizes an STSE orientation to physics education. The pre-service physics teachers’ evolution of perceptions and attitudes show growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges pre-service physics teachers face when considering teaching physics through an STSE lens, and provides some implications for both pre-service and in-service teacher education.

Although STSE has recently received attention in educational research, policy, and science curricula development, fewer strides have been made in moving theory into practice. There are many examples of STSE-based and issues-based teaching in science at the elementary and secondary levels, which can be found in the literature (Alsop, Bencze, & Pedretti, 2005; Hodson, 1993, 2000; Pedretti & Hodson, 1995), yet little has focused specifically on physics education. This doctoral thesis will examine pre-service physics teachers’ beliefs and perceptions, challenges and tensions which influence their adoption of STSE education in the context of a pre-service physics education course (Curriculum and Instruction in Physics Education at the B.Ed level). An interpretive case study design as described by Merriam (1988) has been employed for this research (Merriam, 1988; Novodvorsky, 2006). The specific phenomena this case study examined and explored were the pre-service physics teachers’ beliefs and perceptions, challenges and tensions influencing their adoption of physics curricula that explicitly emphasizes an STSE orientation to physics education. The pre-service physics teachers’ evolution of perceptions and attitudes show growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges pre-service physics teachers face when considering teaching physics through an STSE lens, and provides some implications for both pre-service and in-service teacher education.

Made available in DSpace on 2016-06-02T20:02:52Z (GMT). No. of bitstreams: 1 5447.pdf: 1125898 bytes, checksum: ec38b7e797df65183e505a2977ba073a (MD5) Previous issue date: 2013-04-03 / In this paper, we defended the school's role as an institutional mediator of the media discourse. For the development of mediations, we proposed the use of traditional media and new Information and Communication Technologies (ICT) in the school environment. The need for institutional mediation of media discourse is due to the importance of the media in the formation of social representations we have about various issues, including on socio-scientific issues and also because these representations are responsible for forming our opinions. But the use of ICTs, specifically social networks of internet, is due to the importance of these new technologies in today's society and its potential for teaching, still little explored in the public schools. The social-scientific issue addressed in this paper is the nuclear issue. The choice of subject was due to his controversial aspect of public and social interest and for it has been widely reported in the media. We argue that, like all socioscientific issues, the nuclear issue should be addressed, at school, from the focus on relationships between Science, Technology, Society and Environment (STSE). We created, in internet, the social network "Thinking Physics" in order to, through the sharing of content, promote the participation of high school students from public schools in the discussion on the nuclear issue, thus contributing to the qualitative improvement of the use that young students make of social networks and to the development of technological mediations. To problematize the nuclear issue, we proposed a discussion of the agreement signed in 2010 between Brazil, Turkey and Iran, and to discuss this issue we used four videos aired by the television media and posted on YouTube. Through social networking students had access to the videos and were able to share their opinions through comments. There was broad participation of students in the social network, even though it was optional. The results show us that it is feasible to develop projects that use computers and internet even when school does not have such technology available to students and teachers. We hope this work will contribute to other teachers develop projects aimed at training students in critical and participatory, based on proposals of mediations of media discourse and thus the social networks of internet can become an effective mediation space technology. / Neste trabalho, defendemos o papel da escola como mediadora institucional do discurso midiático. Para o desenvolvimento das mediações, propusemos o uso de mídias tradicionais e de novas Tecnologias da Informação e Comunicação (TICs) no processo de educação escolar. A necessidade de mediação institucional do discurso midiático deve-se à importância da mídia na formação das Representações Sociais que temos sobre diversos assuntos, inclusive sobre temas sociocientíficos e, também, porque essas representações são responsáveis pela formação das nossas opiniões. Já o uso das TICs, mais especificamente das redes sociais da internet, deve-se à importância dessas novas tecnologias na sociedade atual e suas potencialidades para o ensino, ainda pouco exploradas na rede pública de escolas. O tema sociocientífico abordado neste trabalho é a questão nuclear. A escolha do tema se deu em virtude do seu aspecto controverso de interesse público e social. Defendemos que, assim como todos os temas sociocientíficos, a questão nuclear deve ser abordada, na escola, a partir do enfoque nas relações entre Ciência, Tecnologia, Sociedade e Ambiente (CTSA). Criamos, na internet, a rede social Pensando a Física a fim de, por meio do compartilhamento de conteúdos, promover a participação dos alunos do ensino médio de escolas públicas na discussão sobre a questão nuclear, contribuindo, desse modo, para a melhoria qualitativa dos usos que os estudantes jovens fazem das redes sociais e para o desenvolvimento de mediações tecnológicas. Para a problematização da questão nuclear, propusemos uma discussão acerca do acordo firmado, em 2010, entre Brasil, Turquia e Irã e, para discutir o assunto em questão, utilizamos quatro vídeos veiculados pela mídia televisiva e disponibilizados no YouTube. Através da rede social os alunos tiveram acesso aos vídeos e puderam compartilhar suas opiniões por meio de comentários. Houve ampla participação dos alunos na rede social, ainda que ela fosse facultativa. Os resultados obtidos mostram-nos que é viável desenvolver projetos que utilizam computadores e internet mesmo quando a escola não possui tais tecnologias à disposição dos alunos e professores. Esperamos que este trabalho contribua para que outros professores desenvolvam projetos que visem à formação de alunos críticos e participativos, a partir de propostas de mediações do discurso midiático e que, desse modo, as redes sociais da internet possam tornar-se um espaço efetivo de mediação tecnológica.

Made available in DSpace on 2016-06-02T19:39:20Z (GMT). No. of bitstreams: 1 3630.pdf: 3396725 bytes, checksum: 17139bc0f9a2522493ec8ceb48e736b5 (MD5) Previous issue date: 2011-02-24 / Financiadora de Estudos e Projetos / This work falls within the field of science teaching aimed at the Brazilian high school and want to investigate some of its relations with an evaluation model, specifically the National Secondary Education Examination (Enem); aiming thus, conduct a study of this examination and discourse of practice teachers in a public school School of São Carlos (SP) of this assessment, based on theoretical assumptions of the STS / STSE for believing that there are close relations that can be woven between these dimensions. As such, there is a documentary analysis of the proposal and proof of Natural Sciences and Technologies and its held focus groups and semi-structured interviews with teachers of high school to a state school in San Carlos, basing on the methodology qualitative analysis, with emphasis on content analysis. In document analysis skills and abilities were observed subtle approaches to STS / CTSA, particularly with regard to the ambivalence of scientific and technological development. The test analysis of natural sciences and their technologies in 2009, also showed shallow approaches to STS / CTSA, since 60% of the questions the aspects of science were not treated with any reasonable dimensions and influences. The context was used in most of the time, as an illustration and not for transformation a reality, and interdisciplinarity was absent in 60% of the questions basically. According to the results found in teaching discourse, evidence of the Enem emphasize social and environmental issues, science is treated as charged content, and technology in specific moments. Furthermore, teachers believe that the context and the interdisciplinary, often show themselves to unnecessary. Moreover, in their speech, there was appreciation of the Enem after its change, which occurred in 2009, the frequent use of examination questions in the classroom as well as the change in focus from teachers to treat the Enem. Regarding the presence of STS / STSE, they emphasized the importance both in the classroom - to bring a broader view of events - and in the evaluations as Enem for not only enhance the application of scientific content. / Este trabalho se insere no campo do ensino de Ciências voltado ao Ensino Médio brasileiro e pretende investigar algumas de suas relações com um modelo de avaliação, especificamente o Exame Nacional do Ensino Médio (Enem), objetivando, assim, realizar um estudo deste exame e do discurso da prática de professores em uma escola estadual de Ensino Médio de São Carlos (SP) acerca desta avaliação, tomando por base teórica os pressupostos do enfoque CTS/CTSA por acreditar que existem proximidades e relações que podem ser tecidas entre estas dimensões. Para tanto, fez-se uma análise documental da proposta e da prova de Ciências da Natureza e suas Tecnologias e realizaram-se grupos focais e entrevistas semi-estruturadas com docentes do Ensino Médio de uma escola estadual de São Carlos, pautando-se na metodologia de abordagem qualitativa, com ênfase na análise de conteúdo. Na análise documental das competências e habilidades observaram-se aproximações tênues ao enfoque CTS/CTSA, principalmente no que se refere à ambivalência do desenvolvimento científico e tecnológico. A análise da prova de Ciências da Natureza e suas Tecnologias de 2009 também mostrou poucas aproximações ao enfoque CTS/CTSA, já que, em 60% das questões os aspectos da ciência não foram tratados com todas suas dimensões e influências cabíveis. A contextualização foi utilizada, na maior parte das vezes, como ilustração e não para transformação de uma realidade e a interdisciplinaridade esteve ausente em basicamente 60% das questões. De acordo com os resultados encontrados no discurso docente, as provas do Enem enfatizam as questões socioambientais, a ciência é tratada na forma de conteúdos cobrados e a tecnologia em momentos pontuais. Além disso, os docentes acreditam que a contextualização e a interdisciplinaridade, muitas vezes, se mostram desnecessárias às questões. No discurso dos professores, observou-se a valorização do Enem após a sua reforma, ocorrida em 2009, a frequente utilização das questões do exame em sala de aula, bem como a mudança no enfoque dos professores ao tratar o Enem. Com relação à presença do enfoque CTS/CTSA, destacou-se a sua importância tanto na sala de aula - por trazer uma visão mais ampla dos acontecimentos - quanto em avaliações como o Enem - por não valorizar apenas a aplicação dos conteúdos científicos.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2018-01-26T13:22:48Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Josiane Azevedo.pdf: 4270264 bytes, checksum: 0c1934d5bd72e20f7ffb8963af555162 (MD5) Produto Josiane Azevedo.pdf: 1788989 bytes, checksum: 120cc185fe9d0dde545a594a8273b766 (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2018-02-07T19:53:17Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Josiane Azevedo.pdf: 4270264 bytes, checksum: 0c1934d5bd72e20f7ffb8963af555162 (MD5) Produto Josiane Azevedo.pdf: 1788989 bytes, checksum: 120cc185fe9d0dde545a594a8273b766 (MD5) / Made available in DSpace on 2018-02-07T19:53:17Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Josiane Azevedo.pdf: 4270264 bytes, checksum: 0c1934d5bd72e20f7ffb8963af555162 (MD5) Produto Josiane Azevedo.pdf: 1788989 bytes, checksum: 120cc185fe9d0dde545a594a8273b766 (MD5) / Este trabalho tem como objetivo investigar a possível contribuição da Teoria da Complexidade para a prática do professor de Química. O mesmo tece uma crítica à fragmentação do ensino e possibilita a reflexão sobre possíveis inseguranças do docente ao trabalhar assuntos que envolvam conteúdos de outras áreas. Para nortear essa investigação foram realizados pesquisas e planejamentos que possibilitaram a confecção de uma sequência didática com o tema: Água e Meio Ambiente, composta por cinco etapas. Essa sequência didática foi aplicada em quatro turmas do Ensino Médio do Colégio Estadual Walter Orlandini, localizado na cidade de São Gonçalo/RJ. Atividades foram propostas com o intuito de possibilitar um ambiente de reflexão da prática e que exigisse do docente a construção de relações das diversas áreas do conhecimento. A sequência didática iniciou-se com uma dinâmica em grupo que proporcionou a interação entre a turma e o docente. Na segunda etapa tivemos a aula de introdução ao conhecimento de Química, trazendo para o debate assuntos como senso comum, conhecimento cientifico, pesquisa científica e a importância da Química no cotidiano. Na terceira etapa inserimos o subtema “Tratamento de efluentes”, contextualizando os conteúdos de Química que estavam sendo trabalhados. Na quarta etapa apresentamos uma situação problema que foi o fato do município de São Gonçalo ter sido conhecido como uma cidade pesqueira, o que mudou com a poluição da Baia de Guanabara. Na quinta e última etapa realizamos um júri-simulado utilizando a situação problema da etapa anterior e uma reportagem da internet sobre uma fábrica de sardinhas em conserva na cidade de São Gonçalo, que foi interditada por lançar seus efluentes diretamente na Baía de Guanabara, sem seu devido tratamento. Julgamos que a aplicação da sequência realizou uma abordagem CTSA (Ciência, Tecnologia, Sociedade e Ambiente), permitindo construir um ambiente de reflexão e aprendizado crítico. O trabalho oportunizou ao docente refletir sobre sua prática, pois no planejamento e execução das atividades, o mesmo precisou reformular seu pensamento, de forma a não focar somente nos conteúdos de Química, mas construir relações com outras áreas do conhecimento. Como produto da pesquisa foi desenvolvido um material para professores de Química composto pela sequência didática, leituras e vídeos sugeridos para reflexão da prática do docente. Todas as atividades são adaptáveis à realidade de cada escola e tem o intuito de inspirar outros professores na formulação de novas atividades. / The current project is based on Edgar Morin's Theory of Complexity, which states that science is not separable from its social and historical context. Scientific knowledge must belong to the whole society, which must be able to relate it to their daily lives. We have as main objective to analyze and evaluate the possible contributions of the complex through for the teaching of Chemistry in high school. To guide this research were carried out research and planning that enabled the creation of a didactic sequence composed of Five stages. This didactic sequence was applied in four high school classes of the Walter Orlandini School, located in the city of São Gonçalo / RJ. Activities were proposed with the aim of stimulating student participation and the formation of a critical census of the students. The didactic sequence begins in the first stage with a group dynamics that aimed at the interaction between the class and the teacher. In the second stage the scientific initiation was carried out, bringing to the debate subjects such as common sense, scientific knowledge, scientific methodology and the importance of Chemistry in everyday life. In the third step, we inserted the theme generator “Effluent treatment”, contextualizing the contents of Chemistry that were being worked on. Using the generator theme, a problem situation in the classroom was worked on in the fourth stage, which was the fact that the city of São Gonçalo was known as a fishing city, which changed with the pollution of Guanabara Bay. In the fifth and last stage we performed a jury-simulated using the problem situation of the previous stage and based on an internet report that reported on a factory of canned sardines in São Gonçalo that had been banned for releasing its efluents directly into Guanabara Bay without its due treatment. The present project realized a STSE approach (Science, Technology, Society and Environment), allowing to construct reflection environment and critical learning. The reflections on the practice of teaching was a strong point of the project, allowing that through the complex thought there were changes in the same.

Considering the broader goals of education, mainly to provide conditions for the full exercise of citizenship, this dissertation aims to contribute to the formation of critical citizens, through the use of this approach in the STSE Education Ecology. For the development of this research, it was considered necessary to meet teachers’ conceptions of the municipalities where the research was carried out (Lagarto, Salgado e Boquim) before discussing teaching Ecology facing the STSE approach, since the evaluation of teachers about the interrelationships STSE has a direct influence on their teaching methodology (FIRME & AMARAL, 2008). Among the results of this initial investigation, we highlight the fact that the majority of teachers whose main difficulty in inserting STSE themes in teaching Ecology, lack of collateral. In this context, we realized the need to offer the teacher an option to enter the STSE focus on Ecology unit in the third grade of high school in order to contribute to the formation of critical citizens. Was then prepared by the researcher, a teaching sequence on the subject, and this was assessed by both teachers of state schools where the research was carried out, as by professors from top schools, and after the necessary adjustments in the material, this was returned to basic education teachers for use in their teaching. We conclude that the majority of teachers who participated in the survey, presents “plausible” views on all the issues discussed on the interrelationships STSE. However, these concepts do not seem to reflect on the assumptions of an indifferent approach STSE pedagogical practice. It is noticed that there is significant difference between teachers in urban and rural municipalities. It appears that the elaborate instructional sequence is a good teaching strategy and adequately addresses the relationships between Science, Technology, Society and Environment. In his speeches, teachers seek to address controversial issues in lessons of Ecology, considering both interesting and able to attract the attention of students, how to be a recurring theme of evidence NHSE. Teachers highlighted the lack of interest by students of subjects related to the environment, and the need to recover the sense of them critical. In sum, it is expected that the instructional sequence developed, will be used by teachers who participated in the survey and may contribute to the formation of critical citizens with a broader understanding of issues involving Science, Technology, Society and environment. If this occurs, the results of this study may have some effect on the reality of scientific research and science education. / Considerando os objetivos mais amplos da educação, principalmente dar condições para o exercício pleno da cidadania, esta dissertação tem como objetivo propor formas para a abordagem do enfoque CTSA no Ensino de Ecologia. Para o desenvolvimento desse trabalho, considerou-se necessário conhecer as concepções dos professores dos municípios onde a pesquisa se desenvolveu (Lagarto, Salgado e Boquim), uma vez que, a avaliação dos mesmos sobre as inter-relações CTSA tem influência direta na sua metodologia de ensino (FIRME & AMARAL, 2008). Entre os resultados dessa pesquisa inicial, chamou atenção o fato de que a maioria dos professores tem como principal dificuldade, em inserir temas CTSA no ensino de Ecologia, a falta de material de apoio. Nesse contexto, percebeu-se a necessidade de oferecer ao professor, uma opção para inserir tal enfoque na unidade de Ecologia na terceira série do ensino médio, a fim de contribuir com a formação de cidadãos críticos. Foi então, elaborada pela pesquisadora, uma sequência didática sobre o tema, e esta foi avaliada tanto por professores da rede estadual de ensino, onde a pesquisa se desenvolveu, quanto por professores da rede superior de ensino, e após os devidos ajustes no material, este foi devolvido aos professores da educação básica para a utilização na sua prática pedagógica. Conclui-se que a maioria dos professores que participaram da pesquisa, apresenta concepções plausíveis, segundo o questionário VOSTS, em quase todos os temas discutidos sobre as inter-relações CTSA. Contudo, essas concepções não parecem refletir em uma prática pedagógica indiferente aos pressupostos desse enfoque. Percebe-se que, há certa diferença entre os professores da zona urbana e rural dos municípios, no que se refere ao ensino de Ecologia. Constata-se que a sequência didática elaborada representa uma boa estratégia de ensino e aborda de forma adequada, as relações entre Ciência, Tecnologia, Sociedade e Ambiente. Em seus discursos, os professores procuram abordar temas polêmicos nas aulas de Ecologia, tanto por considerar interessante e capaz de atrair a atenção dos alunos, quanto por ser um tema recorrente das provas de ENEM. Os professores destacaram a falta de interesse pelos alunos, de assuntos relacionados ao ambiente, e a necessidade de resgatar o senso crítico deles. Em suma, espera-se que a sequência didática elaborada, venha a ser utilizada pelos professores que participaram da pesquisa e possa contribuir para a formação de cidadãos críticos, com uma compreensão mais ampla dos temas que envolvem a Ciência, a Tecnologia, a Sociedade e o Ambiente. Caso isso ocorra, os resultados do presente estudo poderão ter algum efeito sobre a realidade da pesquisa científica e do ensino de Biologia.