A Ciência, Tecnologia e Sociedade (CTS), como uma proposta curricular para o Ensino Médio Politécnico no Rio Grande do Sul

Abstract

The Master's dissertation aims at analyzing the results of the development of a teaching project within the curricular component Integrated Seminar, which is a proposal to the Polytechnic School in Rio Grande do Sul, based on Science-Technology-Society assumptions (STS). It has been developed in a second-year high school class. In this teaching project we proposed actions from a STS curricular point of view to the process of teaching and learning at Integrated Seminar. We start with the basic concepts and social implications that the theme "quality of the public water supply in Pelotas" to integrate student's knowledge and civic education. In addition to the analysis of applied learning project, the work begins with the collection of previous ideas of students on the topic in order to provide elements and qualify the researcher in the research environment. The education project was developed with the STS curricular approach, which is presented with its theoretical frameworks. The chosen methodology was the case-study, since the researcher is the teacher in contact with the students evaluated. The choice of the theme used in the educational project was made by the students themselves, which facilitated the development of the proposal. The goal of the students was to assess the public water supply in the city of Pelotas and to evaluate if its quality is adequate for quality standards with respect to human consumption legislation. The analysis of project development identified students when encouraged to be protagonists of their own formation change behavior with regard to the interest of learning, which contributes greatly to the construction of their autonomy as students. The project with STS curricular approach was suitable for the Integrated Seminar component, because the students were the agents of their own formation, which provided an opportunity to build their autonomy, one of the STS assumptions