Questões sociocientíficas na perspectiva do docente do ensino fundamental I com elementos de STEAM

Abstract

This dissertation is part of the Research Line Education in Science, Curriculum, Cognition and Teacher Training, of the Postgraduate Program in Education and Science Teaching in the Amazon, at the University of the State of Amazonas – UEA. Dealing with teaching approaches that instigate individuals to think, give their opinions, dialogue and carry out decision-making on certain topics is what the approaches to Socio-Scientific Issues and STEAM propose as an alternative for teaching practice. Building creativity, criticality, the practice of collaboration and communication through the knowledge development process is still a challenge for many teachers. In this context, the research has as a scientific problem: Do elementary school teachers I have perceptions about the approach to Socio-Scientific Questions with STEAM elements? The general objective is to analyze the perceptions of Elementary School I teachers about Socioscientific Issues with STEAM elements. The research participants are 06 (six) teachers of Elementary School I from the Initial Grades, from a Municipal Public School in Manaus/AM. As data collection research techniques and instruments we used: the analysis of official educational documents, the application of a questionnaire and the semi-structured interview with the teachers. The collected data will be analyzed from Bardin's content analysis to articulate the data collected in order to answer the research question. We analyzed the contexts of the study, as well as the teaching activity in the classroom regarding the processes of approaching Socio-Scientific Questions with elements of STEAM from the assumptions of the epistemologist Lev Vygotsky, who stands out for his theory of nomenclature of Historical- Cultural Theory. As a result, we found an answer to the research question and emphasized the need and importance of addressing Socio-Scientific Questions with elements of STEAM in teaching practice in order to reframe the social function of Science Teaching, through the development of attitudes and values of a education concerned with the integral formation of students. The data showed that greater valuation by teachers is still needed regarding the use of teaching approaches in their practices to achieve better education. To help teachers, we prepared a support material with the theme of research with the nomenclature of “Recommendations Obtained from Research Results” as a contribution of our investigation to the practice of teaching teaching. Keywords: Socioscientific Issues. Elements of STEAM. Science teaching.