Abordagem ctsa como estratégia metodológica no ensino de ciências: uma sequência didática sobre alimentação saudável para o ensino fundamental anos finais Orientação: Aluska da Silva Matias

Abstract

This study investigates the contribution of the STSE (Science, Technology, Society, and Environment) approach to Science education in the final years of Elementary School, focusing on the theme "Healthy Eating." The research, of qualitative and exploratory-descriptive nature, was conducted in a public school in João Pessoa-PB, Brazil, involving 24 eighth-grade students. A didactic sequence structured into four classes was utilized, with activities such as analysis of nutritional labels, simulated debates, and poster production, aiming to connect scientific knowledge to everyday and socio-environmental issues. Pre- and post-test questionnaires were administered to assess changes in students' conceptions. The results revealed: (1) increased recognition of ultra-processed foods; (2) heightened awareness of health risks associated with these foods; and (3) greater appreciation for healthy foods in school meals. Additionally, the debates highlighted students' ability to link scientific knowledge to discussions on sustainability and social responsibility. It is concluded that the STSE approach strengthens critical thinking, active participation, and the understanding of science as a social product, promoting contextualized and citizenship-oriented scientific education. The adoption of similar strategies in Science teaching is recommended, alongside continuous teacher training and the development of teaching materials aligned with STSE principles.