A interdisciplinaridade e a abordagem ciência, tecnologia, sociedade e ambiente (CTSA) em três cursos de licenciatura em ciências naturais/da natureza ofertadas por instituições sediadas na Amazônia Legal

Abstract

The aim of the present study was to understand how three licenciaturas em Ciências Naturais/ da Natureza courses (LCN), offered by institutions based in the Legal Amazon and the occurrence (or not) of interdisciplinarity and the Science, Technology, Society and Environment approach were conceived and structured (CTSA) in these courses. Studies carried out in the field of interdisciplinarity and the CTSA approach in the training of science teachers gave support to the elaboration of the theoretical reference and also guided the analysis. The methodological aspect was guided by a qualitative, exploratory and descriptive approach. In this research the undergraduate courses in Natural Sciences / Nature offered by the Federal University of Amazonas (UFAM) and the Federal University of Pará (UFPA) and the Federal Institute of Mato Grosso (IFMT) were investigated. The instruments used to produce the data were documents (pedagogical projects of the courses and completion of the course) and semi-structured interviews (teachers and course coordinators). Initially, the analysis was different in order to characterize each undergraduate degree investigated, and then, in the second moment, to identify similarities and differences between these courses, with regard to their implementation process, and how interdisciplinarity and the CTSA approach occur in them. The analysis and analysis of the data was performed through the Content Analysis (CA) with the help of the WebQDA software and, from it, we observed that the degrees studied in this study are based on the interdisciplinary approach, for the training offered by these courses, even though obstacles of an institutional, methodological and teacher-training nature make the interdisciplinary approach lose its strength. With regard to the CTSA approach, we realize that this is not present in the conceptions that sustain the courses, as well as are unknown by most teachers. We note, however, the occurrence of an intuitive approach of elements of this nature - interdisciplinarity and CTSA - in the topics covered in academic papers and articles, even though their authors and even the teachers who guide them, do not know that they are making use of these.