Publicação
Analysis of the implementation proposal of the STS perspective in High School in Brazil
| Resumo: | Teaching documents establish and present proposals to approach the STS perspective. Among these documents are the National Curricular Parameters (NCP-NCP2002), the Guidelines (2013) and the National Covenant to Improve High School (2014). Our goal is to analyze these documents to assess and discuss the inclusion of STS approach in High School. A documentary research was conducted, which surveyed Brazilian Education official documents. The research was the document type for which a survey was made of the educational documents of Brazilian education. The NCP highlights that the students’ training should primarily focus on the acquisition of basic knowledge, scientific preparation and the ability to use different technologies relating to diverse areas of quotidian life. The proposal, for that education level, is to privilege: general training instead of focusing on specific; the development of information gathering, organization, analysis and selection skills; the ability tolearn, create, develop, rather than simply memorize content. The Covenant establishes actions that aim to improve the quality of education and it emphasizes work, culture, science and technology as dimensions that should be included in high school curricula, by integrating the diverse curricular subjects. From our analysis of the Brazilian Education official documents and the opinions of Pinheiro Silveira, and Bazzo (2007), we conclude that science education shall be perceived as containingthe potential to awaken the students’ curiosity, as well as their research and questioning desire to transform reality. |
|---|---|
| Autores principais: | Hirakuri, Clarice Sanches Mariante |
| Outros Autores: | Zompero, Andréia de Freitas |
| Assunto: | Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| _version_ | 1868800277151219712 |
|---|---|
| author | Hirakuri, Clarice Sanches Mariante |
| author2 | Zompero, Andréia de Freitas |
| author2_role | author |
| author_facet | Hirakuri, Clarice Sanches Mariante Zompero, Andréia de Freitas |
| author_role | author |
| country_str | PT |
| creators_json_txt | [{\"Person.name\":\"Hirakuri, Clarice Sanches Mariante\"},{\"Person.name\":\"Zompero, Andréia de Freitas\"}] |
| datacite.creators.creator.creatorName.fl_str_mv | Hirakuri, Clarice Sanches Mariante Zompero, Andréia de Freitas |
| datacite.rights.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| datacite.subjects.subject.fl_str_mv | Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| datacite.titles.title.fl_str_mv | Analysis of the implementation proposal of the STS perspective in High School in Brazil Análise da proposta de implementação da perspectiva CTS no Ensino Médio no Brasil |
| dc.creator.none.fl_str_mv | Hirakuri, Clarice Sanches Mariante Zompero, Andréia de Freitas |
| dc.description.none.fl_str_mv | Les documents d’enseignement établissent et présentent des propositions pour travailler avec la perspective CTS. Parmi ces documents il y a les PCN (2002), les lignes directrices (2013) et le Pacte (2014). Ainsi, nous avons pour objectif analyser ces documents afin de vérifier et de discuter la place accordée à l’approche CTS à l’école secondaire. La recherche a suivi une méthodologie de recherche documentaire à partir des documents pédagogiques de l’éducation brésilienne. Le PCN note que la formation de l’élève devrait avoir comme principal objectif l’acquisition des connaissances de base, la préparation scientifique et la possibilité d’utiliser différentes technologies relatives aux différents domaines. Il est proposé qu’à ce niveau d’enseignement, la formation générale, par opposition à la formation spécifique; le développement des capacités de recherche, rechercher des informations, les analyser et les sélectionner; la capacité d’apprendre, créer, développer, plutôt que l’exercice de mémorisation simple. Le pacte établit des actions visant à améliorer la qualité de l’éducation et souligne le travail, la culture, la science et la technologie comme les dimensions qui devraient être incluses dans les programmes du secondaire, qui devrait intégrer les connaissances des différents domaines qui composent le programme d’études. Nous concluons avec une analyse des documents officiels de l’éducation au Brésil et aussi avec les propos de Pinheiro Silveira, et Bazzo(2007), qui mentionnent que l’enseignement dans l’enseignement des sciences sera compris comme la capacité d’éveiller chez les élèves la curiosité, l’esprit du chercheur, et transformer la réalité desquêtes. Os documentos de ensino fundamentam e apresentam propostas para o trabalho com a perspectiva CTS. Dentre esses documentos estão os Parâmetros Curriculares Nacionais-PCN (2002), as Diretrizes Curriculares para Educação Básica (2013) e o Pacto Nacional para o Fortalecimento do Ensino Médio (2014). Assim, temos, por objetivos, analisar esses documentos, a fim de verificar e discutir o direcionamento dado ao enfoque CTS no Ensino Médio. A pesquisa realizada foi do tipo documental, para a qual foi feito um levantamento dos documentos de ensino da educação brasileira. O PCN aponta que a formação do aluno deve ter como principal foco a aquisição de conhecimentos básicos, a preparação científica e a capacidade de utilizar as diferentes tecnologias relativas às áreas de atuação. Propõe-se, nesse nível do ensino, a formação geral, em oposição à formação específica; o desenvolvimento de capacidades de pesquisar, buscar informações, analisá-las e selecioná-las; a capacidade de aprender, criar, formular, ao invés do simples exercício de memorização. O Pacto estabelece ações que têm por objetivo a melhoria da qualidade da educação, apontando o trabalho, a cultura, a ciência e a tecnologia como dimensões que devem estar contempladas nos currículos do Ensino Médio, e que deverão integrar os conhecimentos das diferentes áreas que compõem o currículo. Concluímos com a análise dos documentos oficiais de ensino do Brasil e também de acordo com Pinheiro, Silveira e Bazzo (2007), que citam que o ensino na educação científica passará a ser entendido como a possibilidade de despertar no aluno a curiosidade, o espírito investigador, questionador e transformador da realidade. |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | https://doi.org/10.34624/id.v8i1.9847 |
| dc.language.none.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
| dc.rights.none.fl_str_mv | http://purl.org/coar/access_right/c_abf2 |
| dc.source.none.fl_str_mv | Indagatio Didactica; Vol. 8 No. 1 (2016); 1470-1480 Indagatio Didactica; Vol. 8 Núm. 1 (2016); 1470-1480 Indagatio Didactica; Vol. 8 No 1 (2016); 1470-1480 Indagatio Didactica; Vol. 8 N.º 1 (2016); 1470-1480 1647-3582 |
| dc.subject.none.fl_str_mv | Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| dc.title.fl_str_mv | Analysis of the implementation proposal of the STS perspective in High School in Brazil Análise da proposta de implementação da perspectiva CTS no Ensino Médio no Brasil |
| dc.type.none.fl_str_mv | http://purl.org/coar/resource_type/c_6501 |
| description | Teaching documents establish and present proposals to approach the STS perspective. Among these documents are the National Curricular Parameters (NCP-NCP2002), the Guidelines (2013) and the National Covenant to Improve High School (2014). Our goal is to analyze these documents to assess and discuss the inclusion of STS approach in High School. A documentary research was conducted, which surveyed Brazilian Education official documents. The research was the document type for which a survey was made of the educational documents of Brazilian education. The NCP highlights that the students’ training should primarily focus on the acquisition of basic knowledge, scientific preparation and the ability to use different technologies relating to diverse areas of quotidian life. The proposal, for that education level, is to privilege: general training instead of focusing on specific; the development of information gathering, organization, analysis and selection skills; the ability tolearn, create, develop, rather than simply memorize content. The Covenant establishes actions that aim to improve the quality of education and it emphasizes work, culture, science and technology as dimensions that should be included in high school curricula, by integrating the diverse curricular subjects. From our analysis of the Brazilian Education official documents and the opinions of Pinheiro Silveira, and Bazzo (2007), we conclude that science education shall be perceived as containingthe potential to awaken the students’ curiosity, as well as their research and questioning desire to transform reality. |
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| id | id_c853dcef48bb3a6ddd100cfabdfedb8a |
| identifier.doi.fl_str_mv | https://doi.org/10.34624/id.v8i1.9847 |
| instacron_str | ua |
| institution | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| instname_str | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| language | por |
| network_acronym_str | id |
| network_name_str | Indagatio Didactica |
| oai_identifier_str | oai:proa.ua.pt:article/9847 |
| organization_str_mv | urn:organizationAcronym:ua |
| person_str_mv | Hirakuri, Clarice Sanches Mariante Zompero, Andréia de Freitas |
| publishDate | 2016 |
| publisher.none.fl_str_mv | Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
| reponame_str | Indagatio Didactica |
| repository_id_str | urn:repositoryAcronym:id |
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| spelling | enAnalysis of the implementation proposal of the STS perspective in High School in BrazilptAnálise da proposta de implementação da perspectiva CTS no Ensino Médio no BrasilHirakuri, Clarice Sanches MarianteZompero, Andréia de FreitasPerspectiva CTSEnsino MédioDocumentos de EnsinoContexto brasileiroPerspective CTSLycéeDocuments d’enseignementcontexte brésilienPerspective CTSHigh schoolTeaching documentsBrazilian contexthttps://doi.org/10.34624/id.v8i1.9847DOIhttps://proa.ua.pt/index.php/id/article/view/9847URLHasVersionhttps://proa.ua.pt/index.php/id/article/view/9847/6423URLHasVersionhttps://doi.org/10.34624/id.v8i1.9847DOI2016-07-05http://purl.org/coar/access_right/c_abf2enTeaching documents establish and present proposals to approach the STS perspective. Among these documents are the National Curricular Parameters (NCP-NCP2002), the Guidelines (2013) and the National Covenant to Improve High School (2014). Our goal is to analyze these documents to assess and discuss the inclusion of STS approach in High School. A documentary research was conducted, which surveyed Brazilian Education official documents. The research was the document type for which a survey was made of the educational documents of Brazilian education. The NCP highlights that the students’ training should primarily focus on the acquisition of basic knowledge, scientific preparation and the ability to use different technologies relating to diverse areas of quotidian life. The proposal, for that education level, is to privilege: general training instead of focusing on specific; the development of information gathering, organization, analysis and selection skills; the ability tolearn, create, develop, rather than simply memorize content. The Covenant establishes actions that aim to improve the quality of education and it emphasizes work, culture, science and technology as dimensions that should be included in high school curricula, by integrating the diverse curricular subjects. From our analysis of the Brazilian Education official documents and the opinions of Pinheiro Silveira, and Bazzo (2007), we conclude that science education shall be perceived as containingthe potential to awaken the students’ curiosity, as well as their research and questioning desire to transform reality.frLes documents d’enseignement établissent et présentent des propositions pour travailler avec la perspective CTS. Parmi ces documents il y a les PCN (2002), les lignes directrices (2013) et le Pacte (2014). Ainsi, nous avons pour objectif analyser ces documents afin de vérifier et de discuter la place accordée à l’approche CTS à l’école secondaire. La recherche a suivi une méthodologie de recherche documentaire à partir des documents pédagogiques de l’éducation brésilienne. Le PCN note que la formation de l’élève devrait avoir comme principal objectif l’acquisition des connaissances de base, la préparation scientifique et la possibilité d’utiliser différentes technologies relatives aux différents domaines. Il est proposé qu’à ce niveau d’enseignement, la formation générale, par opposition à la formation spécifique; le développement des capacités de recherche, rechercher des informations, les analyser et les sélectionner; la capacité d’apprendre, créer, développer, plutôt que l’exercice de mémorisation simple. Le pacte établit des actions visant à améliorer la qualité de l’éducation et souligne le travail, la culture, la science et la technologie comme les dimensions qui devraient être incluses dans les programmes du secondaire, qui devrait intégrer les connaissances des différents domaines qui composent le programme d’études. Nous concluons avec une analyse des documents officiels de l’éducation au Brésil et aussi avec les propos de Pinheiro Silveira, et Bazzo(2007), qui mentionnent que l’enseignement dans l’enseignement des sciences sera compris comme la capacité d’éveiller chez les élèves la curiosité, l’esprit du chercheur, et transformer la réalité desquêtes.ptOs documentos de ensino fundamentam e apresentam propostas para o trabalho com a perspectiva CTS. Dentre esses documentos estão os Parâmetros Curriculares Nacionais-PCN (2002), as Diretrizes Curriculares para Educação Básica (2013) e o Pacto Nacional para o Fortalecimento do Ensino Médio (2014). Assim, temos, por objetivos, analisar esses documentos, a fim de verificar e discutir o direcionamento dado ao enfoque CTS no Ensino Médio. A pesquisa realizada foi do tipo documental, para a qual foi feito um levantamento dos documentos de ensino da educação brasileira. O PCN aponta que a formação do aluno deve ter como principal foco a aquisição de conhecimentos básicos, a preparação científica e a capacidade de utilizar as diferentes tecnologias relativas às áreas de atuação. Propõe-se, nesse nível do ensino, a formação geral, em oposição à formação específica; o desenvolvimento de capacidades de pesquisar, buscar informações, analisá-las e selecioná-las; a capacidade de aprender, criar, formular, ao invés do simples exercício de memorização. O Pacto estabelece ações que têm por objetivo a melhoria da qualidade da educação, apontando o trabalho, a cultura, a ciência e a tecnologia como dimensões que devem estar contempladas nos currículos do Ensino Médio, e que deverão integrar os conhecimentos das diferentes áreas que compõem o currículo. Concluímos com a análise dos documentos oficiais de ensino do Brasil e também de acordo com Pinheiro, Silveira e Bazzo (2007), que citam que o ensino na educação científica passará a ser entendido como a possibilidade de despertar no aluno a curiosidade, o espírito investigador, questionador e transformador da realidade.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiroapplication/pdfenIndagatio Didactica; Vol. 8 No. 1 (2016); 1470-1480esIndagatio Didactica; Vol. 8 Núm. 1 (2016); 1470-1480frIndagatio Didactica; Vol. 8 No 1 (2016); 1470-1480ptIndagatio Didactica; Vol. 8 N.º 1 (2016); 1470-14801647-3582porjournal articlehttp://purl.org/coar/resource_type/c_6501literatureVoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85 |
| spellingShingle | Analysis of the implementation proposal of the STS perspective in High School in Brazil Hirakuri, Clarice Sanches Mariante Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| status | SINGLETON |
| status_str | VoR |
| subject.fl_str_mv | Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| title | Analysis of the implementation proposal of the STS perspective in High School in Brazil |
| title_full | Analysis of the implementation proposal of the STS perspective in High School in Brazil |
| title_fullStr | Analysis of the implementation proposal of the STS perspective in High School in Brazil |
| title_full_unstemmed | Analysis of the implementation proposal of the STS perspective in High School in Brazil |
| title_short | Analysis of the implementation proposal of the STS perspective in High School in Brazil |
| title_sort | Analysis of the implementation proposal of the STS perspective in High School in Brazil |
| topic | Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| topic_facet | Perspectiva CTS Ensino Médio Documentos de Ensino Contexto brasileiro Perspective CTS Lycée Documents d’enseignement contexte brésilien Perspective CTS High school Teaching documents Brazilian context |
| url | https://doi.org/10.34624/id.v8i1.9847 |
| visible | 1 |