O ensino de ciências e a contextualização com a perspectiva CTSA: Um olhas sobre as práticas de um grupo de professores

Abstract

History, even for those who do not identify is a determining factor of the subject in the search for knowledge during his/her life. From this perspective, we present our research proposal on science teaching in its triple relationship with Science, Technology and Society (CTS). The aim of the research was to investigate whether science teachers teach the content of this subject through contextualization with the themes related to Science, Technology and Society (CTS). This research was carried out with a group of three elementary school teachers, in public schools located in the city of Patos, in the Sertão of Paraíba. Data collection was carried out through the application of a questionnaire and direct observation of classes during the last four months of 2016. The analysis was carried out based on the theoretical framework built from the perspective of contextualization and with the relations of the CTS movement through created categories by the researcher. We identified that the teachers performed classes contextualized in the molds of the CTS perspective, along with other context, as daily and contents of the natural sciences. Thus, the contextualization linked to the CTS perspective presents itself as an excellent way of inserting contexts that attract student attention, arousing its interest in scientific knowledge, making the process of teaching science more meaningful, facilitating its learning.