Pre-service science teacher training in a humanist perspective

Abstract

In order to face contemporary challenges and needs, Science Education employing STS approaches should contribute to prepare all students to effectively participate in decision-making processes concerning techno-scientific socially relevant issues. This perspective implies that Science teachers need to have adequate training: in the specific contents of their fields, in the Nature of Science and Technology, and, finally, in social issues associated to inequality faced by them and affecting their students alike. In Brazil, most of the poor and poorly educated are of african descent and racial prejudices may be observed in various contexts, including education. Prejudices drive young people away from schools, thus preventing them from accessing scientific knowledge that would enable them to participate in decisions on STS issues. This paper: addresses some of the issues that shape the current planetary emergency situation; discusses teacher training difficulties; relates racism to other inequalities and school exclusion; and, presents a case study that addressed ethnic and racial issues. The study was included in an initial science teacher training programme, a distance learning Biological Sciences Degree Course, offered by a Brazilian University, and it involved 54 participants. Future Science teachers’ ability to reflect upon common social problems in Brazilian schools may contribute to raise awareness on the need to overcome racist attitudes and behaviours. It may also improve the use of science teaching approaches that aim to motivate learning in all students, thus, aiding in the decrease of drop-out rates and the improvement of the population’s scientific literacy.