Ciência, Tecnologia, Sociedade e Meio Ambiente (CTSA) nos livros de ciências do ensino fundamental anos finais

Abstract

This work is the result of an analysis of textbooks (LD) from the final years of Elementary School, specifically from the Araribá Mais Ciências Collection, approved by the National Textbook Program (PNLD) of 2020 and used for Science Teaching in public schools of the city of João Pessoa/PB. The textbook in the classroom, continues to be a resource of great importance, it directs and supports the educational practice. Besides, representing for many students, the only object of study and research material. In this sense, it must present in its content knowledge aimed at the inclusion of the student in society, by forming citizens capable of understanding and discussing the influences of science and technology in their daily lives. Considering this purpose, the use of the CTSA approach favors the Teaching of Science by providing citizenship education, this research aimed to identify the occurrence of the CTSA approach in science textbooks in research, from the sixth to the ninth grade, to discover the relationships of approach with the objects of knowledge of Science Teaching and interdisciplinarity is presented. This research was based on the qualitative methodology and the bibliographic study as a procedure. the collection and organization of data were organized through Content Analysis, through Thematic Analysis, which allowed to identify the core meanings of the selected work. Four registration units (UR) were created: Construction of Scientific Knowledge, Products of Science and Technology in Society, Environmental Impacts and Individual and Collective Attitudes. The results showed that both the sixth and seventh years stood out UR Environmental Impacts (39.0%) and (34.2%), which links the impacts resulting from anthropic action on the environment and health of the population. For the eighth grade, UR Individual and Collective Attitudes predominated (31.5%), which enables students to make decisions in face of everyday problems and situations. While, for the ninth year, UR Construction of Scientific Knowledge (38.0%) was highlighted, which contributes to the understanding of the importance of the contribution of scientists and equipment produced for scientific and technological progress. The collection discreetly presents elements related to the CTSA approach, especially in the complementary section, by stimulating reflection on everyday issues. In relation to the objects of knowledge in Science Teaching, it was possible to perceive the knowledge related to the Sciences of Nature is fragmented. The CTSA approach is presented in texts and activities inserted in the complementary sections, however, the LD has little emphasis on the interrelationships between science, technology, society and environment. Thus, it is possible to verify the intention to change in the way science knowledge is developed. however, it is necessary that it be improved in the perspective of ensuring CTSA education, aimed at scientific literacy (AC) of students.