Um Olhar Abrangente sobre as Formações Continuadas em Educação CTS no Brasil de 2012-2021

Paula Jucá de Sousa; Vilma Ribeiro de Almeida; Thelma Valentina de Oliveira Fredrych; Fernando Morais Rodrigues; Eniz Conceição Oliveira; José Cláudio Del Pino; Cecília Guerra

doi:10.34624/id.v16i3.38541

Authors

Paula Jucá de Sousa Universidade Vale do Taquari - UNIVATES & Instituto Federal de Educação, Ciência e Tecnologia do Tocantins - IFTO https://orcid.org/0000-0002-6929-1489 (unauthenticated)
Vilma Ribeiro de Almeida Universidade Vale do Taquari - UNIVATES & Instituto Federal de Educação, Ciência e Tecnologia do Tocantins - IFTO
Thelma Valentina de Oliveira Fredrych Instituto Federal de Educação, Ciência e Tecnologia do Tocantins - IFTO https://orcid.org/0009-0004-6762-0965 (unauthenticated)
Fernando Morais Rodrigues Instituto Federal de Educação, Ciência e Tecnologia do Tocantins - IFTO https://orcid.org/0000-0002-3750-5593 (unauthenticated)
Eniz Conceição Oliveira Universidade do Vale do Taquari - UNIVATES https://orcid.org/0000-0003-0252-2243 (unauthenticated)
José Cláudio Del Pino Universidade do Vale do Taquari - UNIVATES https://orcid.org/0000-0002-8321-9774 (unauthenticated)
Cecília Guerra CIDTFF, Faculdade de Ciências da Universidade do Porto https://orcid.org/0000-0002-2560-165X (unauthenticated)

DOI:

https://doi.org/10.34624/id.v16i3.38541

Keywords:

teacher training, teaching, CTS dissemination

Abstract

This study carries out a systematic review of the literature on continuing education with a Science, Technology, Society (CTS) approach. To this end, theses and dissertations available in the CAPES Theses and Dissertations Bank were analyzed from 2012 to 2021. The objective was to analyze the profile of research that investigates continuing education with a CTS approach. In this way, we sought to identify the panorama of publications, the subjects participating in the research and areas covered, as well as the objectives of the studies, data collection and incidence of continuing education with a CTS approach in Brazilian regions. The inclusion criteria were defined as “CTS approach” and/or “Science, Technology and Society approach”, and “continuing training”. As for the stipulated period, it was from 2012 to 2021. The results obtained contributed to outlining a profile of studies on continuing education with the CTS approach, allowing a clearer view of its applications in the educational context.