O estado do conhecimento das pesquisas envolvendo a abordagem Ciência-Tecnologia-Sociedade (CTS) no ensino de Química a partir de artigos publicados em periódicos.

Abstract

The researches called “state of the art” and “state of knowledge” are bibliographic in nature. In this monographic work, a state of knowledge research was carried out, as the data source were journals teaching Chemistry. One of the research objects in the field of Science Teaching, and more specifically, Chemistry teaching, is the Science-Technology-Society (STS) approach. However, in a five-year period, few publications on the STS approach from the perspective of the state of knowledge were found. It is in this context that the need for a state of knowledge research with a focus on the STS approach in the teaching of Chemistry is highlighted. Therefore, the aim of this research was to analyze what was published in research on the STS approach in teaching Chemistry in national and international journals in the last five years and nine months. Data were approached in a quali-quantitative way. The following methodological steps were developed: choice of journals and determination of the period of analysis; bibliographic survey of articles in the chosen journals; state of knowledge; and organization of articles into categories. It is noteworthy that in the national journals considered in this research, the highest representation of authors who publish articles addressing the acronym STS and/or STSE is from the South region, except for the journal ReSBEnQ, whose greatest representation is from authors from the Southeast region. Regarding the objectives of the analyzed articles, most of them have their objectives considering the STS/STSE approach as a basis for proposals/didactic sequences. The articles explore different themes and contents. The works with highlighted environmental themes did not mention specific references about the STSE approach. As for the most recurrent target audience in the analyzed research, high school and higher education can be highlighted. Glen S. Aikenhead was the main international theoretical reference mentioned in the analyzed articles, while Wildson Luis Pereira dos Santos was the main national theoretical reference mentioned in the works in question. The results of this monographic work can contribute, to socialize aspects of the STS approach, to present a review of what has been published about the approach in question, and to identify gaps or still incipient aspects in research on the STS approach, such as, for example, research on the respective approach aimed at Elementary School and EJA.