O impacto da perspectiva ciência, tecnologia e sociedade (CTS) na disciplina de Biologia no ensino médio tecnológico

Abstract

This research highlights relevant points that make up the technological education scenario. With regard to the thinking of civilizations about technology and technology, their representativeness and performance in the daily, above all, development over time. In addition, the developments that culminated in the introduction of the current technological education environment, specifically, the educational model corresponding to the Federal Institute of Education, Science and Technology of Amazonas - IFAM. However, perpendicularly, the assumptions of Science, Technology and Society (STS) permeate the composition of the context of technological teaching, in the sense of contributing to the disruption of old paradigms, even more, in the quest to achieve a better world view matured and consubstantiated, hence their relevant discussion in the classroom. In view of this, it was necessary to promote the investigation if there is the narrowing of the STS relation in the technological teaching, above all, in the teaching of Biology for the modality of integrated secondary education. To do so, the methodology drawn is based on the qualitative research model, being carried out first a case study diagnosis, because it is a particular situation. This case study has observational characteristics in order to describe the reality lived by teachers and students inserted in the IFAM environment. In order to identify the gaps between planning and the need to work on STS assumptions, interviews with teachers and a documentary analysis were carried out in the teaching plans of these teachers, resulting in a diagnosis about the current state. This triangulation was performed under the assumptions of Discursive Textual Analysis. In view of this, several discourses with misrepresented perceptions about Science and Technology, the dissonance between the Directives of Higher Education with teaching practice, were detected, however, the existence of a discrete relation of the assumptions of STS to the practice of some teachers, which gives indications of the possibility of future disruptions in socio-scientific paradigms.