Proposta curricular de ciências para os anos iniciais e o enfoque CTS

Juliana Pinto Viecheneski; Rosemari Monteiro Castilho Foggiatto Silveira; Marcia Regina Carletto

doi:10.34624/id.v8i1.10805

Early years science curriculum proposal and the STS focus

Authors

Juliana Pinto Viecheneski Federal University of Technology of Paraná
Rosemari Monteiro Castilho Foggiatto Silveira Federal University of Technology of Paraná
Marcia Regina Carletto Federal University of Technology of Paraná

DOI:

https://doi.org/10.34624/id.v8i1.10805

Keywords:

Curriculum Proposal of Science, Science-Technology-Society, Years Elementary School Initials

Abstract

This study aimed to analyze the compliance level between the Science Curricular Proposal for the Early Years of Fundamental Education, from a county in the Paraná State – Brazil, and focus on science-technology-society. For this purpose, we conducted a document analysis with an interpretative qualitative approach. Main results indicated that, on the one hand the analyzed proposal is consistent with STS assumptions, while on the other, it does not list explicitly the relationship between science, technology and society in its set of contents. This creates a mining impact on these discussions, which will reflect directly on teaching practices. It is our understanding that initiatives for the integration of social issues involving science and technology represent an extremely important step, which requires further action such as: public investment in initial and continuous training of teachers, as well as, production and dissemination of teaching materials with an STS approach.