Abstract:
The research presented here aimed to analyze the skills manifested by first and
second year high school students when a Didactic Sequence (SD) occurred in the
form of a pedagogical intervention based on the Science-Technology-SocietyEnvironment (CTSA) relationship. thematic “Energy Sources”. Based on the
perspective of CTSA references, a pedagogical intervention on the subject was
carried out with a total of 42 students from a secondary and technical school. After
the development of the DS, the students' productions and speeches were analyzed
based on the skills and abilities available in the official curricular documents of
Natural Sciences and its Technologies in High School, the Common National
Curriculum Base (BNCC). The results demonstrate that all records expressed at least
one skill, some very coherent with the proposed theme, others more general,
however, all in relation to the CTSA. They were manifested mainly related to the
theme of Energy Sources, and it is possible to relate the abilities manifested with the
SD's CTSA approach. The skill that presented the highest number of excerpts related
to EM13CNT106, which is the relationship between science and technology involving
generation, transport, distribution and consumption of electricity, considering local
characteristics and socio-environmental conditions. Thus, a didactic sequence based
on CTSA, even without having been developed to achieve these skills, as long as it is
well planned, is capable of expressing competences and abilities in students without
running away from the classroom content.
