The Curricular Component Applied Sciences of High School: conception and pedagogical practice of teachers

Abstract

Brazilian high school is demarcated by pressures from external evaluations and, consequently, a content and conceptual teaching of Natural Sciences. Therefore, there is an urgency in Science, Technology and Society Approaches in progress through curricular components. In view of this, the SESI Paraná-Brazil college has in its curricular proposal the hybrid component of Applied Sciences, which is connected to the assumptions of STS Education. Therefore, the objective of this investigation was to identify the pedagogical elements of STS Education that emerge in the answers given by the teachers, about their practices in the CA curricular component. To this end, this research is of a qualitative nature, outlined a case study and analyzed through the Discursive Textual Analysis. The constitution and analysis of the data took place through two open questions, answered by 34 professors who teach the hybrid curricular component Applied Sciences of the SESI Paraná network. Thus, marked by the dimension “Doing pedagogical”, the following emerging categories were identified, “Sharing and relating knowledge and practices”, “Providing ways for student protagonist”, “Organizing Knowledge” and “Connecting virtual and face-to-face knowledge”. Such categories signal the convergence of the assumptions of STS Education with the practice of teachers of Applied Sciences. However, the lack of specific continuing education for this component, possibly, resulted in a reductionist conception of collaborative pedagogical practice, being restricted to the areas of knowledge of Natural Sciences.