A poluição do Rio Araguaia como questão socioambiental no ensino de ciências: Objetivações para a formação soiopolítica

Abstract

This research analyzes how the application of a Didactic Sequence, guided by the Science-Technology-Society-Environment (STSE) assumptions, can contribute to the engagement of students in environmental sociopolitical actions. Therefore, the guiding question of this research is: how can the application of a Didactic Sequence, guided by the assumptions of CTSA Education, contribute to the engagement of students in socio-political-environmental actions? In this way, we present an analysis of the didactic-pedagogical proposal in the face of the potential of teaching strategies that address controversial case studies and guiding questions for the achievement of conceptual, procedural and attitudinal learning objectives, explicitly considering ethical questions, positions and learners' decision-making. The theme used for the elaboration of the case is the "Pollution of the Araguaia River", understood as a socio-environmental issue, based on problematized situations, contextualized and related to scientific content. The Didactic Sequence aimed to explore conceptual aspects of STSE relations in the areas of ethical, moral and socio-environmental justice development, in order to contribute to the sociopolitical formation of the students involved. The research methodology is of a qualitative nature, in the form of participatory research carried out in a 9th grade class of Elementary School, applied from august to september 2021. As a reference for analysis, we used categorical analysis for the elaboration of classes on the levels of engagement of students in the face of socio-environmental problems. We took as previous categories of analysis of engagement levels: i) awareness; ii) understanding of the problem and; iii) environmental socio-political training. The research indicated that the opportunity to address proposed resolutions for real situations through discussions of economic, social, political, ethical and moral aspects related to socio-environmental problems contribute to the engagement of students in the didactic-pedagogical activities proposed in Science teaching. We consider that the didactic-pedagogical proposals used in this research are propellers for future discussions about the potential of Socio-environmental Issues, mainly for the engagement of students in the training process in Science classes.