Visions of Chemistry teachers about the relations between Science, Technology and Society and their implications in teaching

Abstract

The science teaching in Brazil, in its official documents, as well as in the official curriculum of Nature Sciences of the State of São Paulo, has as one of its objectives an education focused on citizenship. Aiming at teaching to form the student to be a citizen of the world, the terms everyday life and contextualization are used in such documents. In Chemistry teaching, the established relationships between Science-Technology-Society, characterized by the contextualization of themes of social scope, help students in their decision-making and in understanding the nature of science as a whole. Given this panorama, this research presents partial data of a master’s thesis involving 15 professors of Chemistry of High School in the state of São Paulo, who participated in a semi-structured interview and the analysis of an instrument containing 11 contextualized questions, withdrawn integrally or partially of different types of evaluations. The analysis of the data collected it was made using the Content Analysis proposed by Bardin. As results, we have been able to perceive that teachers maintain superficial visions on contextualization and on CTS teaching, that is, teachers use situations of the everyday life as an example of the chemical content or as a description of facts and processes with the purpose of making their teaching more attractive to the students, not leading them to reflect, in fact, on the social themes that are being discussed.