OS SABERES DOCENTES NO DIÁLOGO COM PROFESSORES DE CIÊNCIAS SOBRE EDUCAÇÃO CTS E NOVO ENSINO MÉDIO

Abstract

This research aims to understand teaching knowledge, based on the speech of Science teachers about Education in Science-Technology-Society and New High School, through the research problem: What is this that is shown, about teaching knowledge, in the dialogue with Science teachers, when they narrate about their practice, considering Science-Technology-Society Education and the New High School? The methodological approach is qualitative, and was constituted through the analysis of a semi-structured interview, carried out with two teachers participating in a training process on Science-Technology-Society Education and New High School. The analytical procedures followed the foundations of Discursive Textual Analysis, from which two categories emerged: I) Teaching knowledge and possible changes in Science teaching through research-training-action; and, II) Relationship between Scientific and Technological Literacy, Education in Science-Technology-Society and New High School: a craft based on teaching knowledge. The results highlighted possible relationships between biology and health topics, teachers' autonomy in planning their classes in the New High School training itinerary, articulation between teaching knowledge and the transformation of pedagogical practice based on research-training-action, and possibility of consolidating human and moral values ​​in favor of human dignity, through Science-Technology-Society Education in Science Teaching, in the New High School.