Análise de uma intervenção didática na perspectiva da abordagem Ciência-Tecnologia-Sociedade (CTS) para a educação de jovens e adultos.

Abstract

In this monographic work, we obtained the objective of analyzing a didactic intervention, elaborated from the perspective of the Science-Technology-Society Approach (CTS), and developed in Youth and Adult Education (EJA).For this, we carried out a qualitative research, with the participation of students from the third in the EJA of High School in the Chemistry class, and we followed seven methodological steps, the saber: observation of the classes; development of the unstructured interview; elaboration of the questionnaire; Application of the questionnaire; didactic intervention planning; application of didactic intervention; data analysis. We analyzed the didactic intervention in its respective moments, considering the aspects related to the characteristics of the teaching process, the activities / used, the resources / curricular materials and the CTS relations that were usual. In order to highlight the results of this research as possible contributors to research in the area of teaching of Chemistry, in particular, for research related to the implementation of the CTS Approach in the teaching of Chemistry. However, we can say that not all moments of the didactic intervention presented characteristics expected for pedagogical practices with CTS Approach.