Análise dos rumos da abordagem Ciência-Tecnologia-Sociedade (CTS) a partir de um estudo bibliográfico de teses e dissertações no Brasil.

Abstract

This work aim to analyze theses and dissertations about the science- Technology- Society (STS) interaction in chemistry teaching, published during the years of 2015 until 2019 in Brazil. A bibliographic research in database of CAPES was made considering the years of 2015 until 2019 from keys words as: “STS approach”, “chemistry teaching”. The methodologic development followed three steps: bibliographic survey, data organization and data analysis. Was considered on analysis the assumptions of Bardin's Content Analysis. From analysis results, we can Highlight the fact that the quantitative of the theses and dissertations published decreased on the years of analysis period, most of theses and dissertations developed were empirical research, most of theses were published on South and Southeast of Brazil and most of the dissertations were published on Northeast. The target of this theses is the education of teachers, and about dissertations is the high school. The results of this research contribute to the investigation and studies about the STS approach in the teaching of chemistry, give that the point to aspects developed in theses and dissertation and also to aspects that have not been explore or that are still incipient among them, as we can mention the development of theoretical research that supports the epistemological and/or pedagogical bases of the STS approach.