Análise de uma intervenção pedagógica sobre o tema “fontes de energia” com enfoque em ciência, tecnologia, sociedade e ambiente: possibilidades para o desenvolvimento de competências e habilidades

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.