workshop: education ctsa in teaching practice

EDUCATION CTSA IN TEACHING PRACTICEMaster in Health and Environmental Sciences Teaching

WORKSHOP:

EDUCATIONCTSA IN TEACHINGPRACTICE

Master's student: Al ine Lopes Rebouças Gomes Teacher advisor: Marcelo Paraíso Alves

MECSMA/UniFOA

PRESENTATIONThis is the result of research completed as a requirement for obtaining a Master's degree

from the Professional Master's Degree in Teaching in Health and Environmental Sciences at the University Center of Volta Redonda - UniFOA. The product of the work in question was a Pedagogical Workshop on Education CTSA (Science-Technology-Society-Environment) in teaching practice from the 6th to the 9th year of Elementary Education, located in the city of Volta Redonda, in the state of Rio de Janeiro.

The Workshop was designed with the aim of contributing to the process of continuing edu-cation of teachers who work in Basic Education and are interested in discussing the importan-ce of promoting Scientific Education and the CTSA movement for the constitution of students. critical and participatory.

The project is resulting from the investigation of teaching and learning actions linked to the CTSA perspective developed by students and teachers of the Rubens Machado Munici-pal School robotics project who acted from local actions by developing emancipatory practi-ces and assisting in the constitution of an interpretive community.

Thus, it is important to note that the theoretical assumptions that founded the robotics pro-ject and its unique educational practices in the perspective of the notion of curriculum as everyday creation, ended up making visible (Sociology of Absences) the particular produc-tions woven in / of the daily life of that project of robotics.

It should be noted that, epistemologically, we approach the notions of Southern Epistemo-logies proposed by Boaventura de Sousa Santos, articulated to the ideas of Michel de Certeau, Inês Barbosa de Oliveira, Marta Tristão among others, who, in their texts, consider the questio-ning about the modern paradigm and the validation of alternative knowledge, which helped us in the theoretical and methodological discussion of the development of the workshop in question.

Have a good reading!Aline Lopes Rebouças Gomes

02 Introduction

02 Target Audience

02 Objectives

03 Organization

03 Running time

03 Number of participants

03 Location and Material

03 Methodology

04 Political Assumptions - Epistemological - Methodological

06 Following teaching

07 Bibliographic references

SUMMARY


We know that one of the fundamental roles of scientific education from the perspective of CTSA - Science-Technology-Society- Environment - is configured through an interaction, where Science and Technology show the impacts on Society and the Environment, in the same way that Society and Environment directly interfere in Science and Technology. This assumption conceives that, in contemporary society, science and technology are articulated, and it is not possible to disconnect their processes from our daily actions.

In this line of thought, we consider scientific education, in relation to CTSA, a form of curricu-lar intervention and, therefore, in order to make science and technology relevant in society, with regard to social aspects, such as scientific transformations technological and the conse-quences of an ethical, environmental and cultural nature, favoring a citizen education, capab-le of promoting and socially responsible the subjects regarding individual / collective deci-sions related to Science and Technology.

However, training is needed to take the debate, analysis and discussion of issues related to Scientific Literacy and the CTSA movement. For this reason, this work created a Pedagogical Workshop to update teachers, making it possible to increase the number of students served by the actions and access to CTSA concepts, expanding scientific dissemination in the Volta Redonda Municipal Network.

Teachers from 6th to 9th grade of elementary school.

Promote the Scientific Education of the teacher working in Elementary Education, through teacher training supported by Science Teaching and with emphasis on the principles of the Science, Technology, Society and Environment (CTSA) movement, favoring a citizen educa-tion, capable of promoting and hold subjects socially responsible for individual / collective decisions related to Science and Technology.

- Discuss the conceptual and methodological aspects related to the Ecology of Knowledge and the Epistemologies of the South.

- To present, a CTSA decolonizing proposition, based on post-colony studies and in Southern Epistemologies.

- To present an alternative thought of alternatives to rethink theoretical and methodological bases in education.Understand the theoretical foundations of CTSA (Science-Technology-So-ciety-Environment) education and the use of QSC (Sociocientific Issues).

INTRODUCTION

TARGET AUDIENCE:

GENERAL OBJECTIVE:

SPECIFIC OBJECTIVES:


The preparation of the pedagogical workshop went through five stages:Literature review;Conversation wheel;Elaboration of the workshop;Conducting the workshop;Evaluation of the activity.

The pedagogical workshop is planned to last about two hours. Approximately four hours for theoretical discussion, one hour and twenty minutes to produce CTSA moving experiences. In this way, the material intends to be presented to teachers from a playful and engaging pers-pective, not just attending to theoretical precepts, but captivating and enhancing learning.

In order for us to have a qualitative use of the discussions and dynamics, the workshop pro-poses to attend a quantity of teachers that comprises between 10 and 20 teachers.

This type of workshop can be held in different school environments. Whether in a conventio-nal classroom, auditorium or library. It is estimated that it is necessary to:

Paper, pen (for making a poster);Magazines, scissors and glue;Comic book stories and videos;Data-show (for teoric exposition).

STEP BY STEP:Questionnaire - diagnostic assessment of the profile and knowledge of teachers about the

theme;Interview with the school's Educational Supervisor to present the course structure, teachers

and define which approach / theme would be interesting for the dynamics;Analysis of the results of the questionnaire and the interview;Preparation of the Workshop based on the analysis of the data collected previously;Conducting the workshop with an evaluation questionnaire delivered at the end of the acti-

vity to measure the results;

RUNNING TIME

NUMBER OF PARTICIPANTS

LOCATION AND MATERIALS

METHODOLOGY

ORGANIZATION


The methodological scope of this workshop is central to Studies with Everyday Life, since everyday life is an investigative field that privileges the logic of discovery where social reality is insinuated and focused, through a discontinuous perception (PAIS, 2003). For the author, everyday life is a signifier that fluctuates from the social, influencing the subjectivity of the subjects and unveiling the multiplicity of meanings that, although they can be globalizing, acquire influences shared and resinified locally (CERTEAU, 1994).

This choice is due to the attempt to make visible “everyday school events invisible to the traditional quantitative methods of research and the search for models and explanations of practices through generalizations of plural, mobile and differentiated knowledge” (OLIVEIRA, 2012, p.15).

Thus, it is important to mention that the epistemological and methodological option comes close to Oliveira's ideas (2013b, p. 376) that says there is no “practice that does not integrate a political choice and that there is no policy that is not expressed through practices and that is not influenced by them”.

In this line of thought, the author proposes for the use of the theme educational policies and everyday practices, graphing them without separating the words from everyday educational policy practices1, and, without the assumption that they are different things. Therefore, the discussion of the data develop- it will take place, through a comprehensive episteme, in con-trast to the analytical one, since the ecology of knowledge does not operate from the perspec-tive of hierarchization. For this, we built training with materials and meetings that would lead to the debate, analysis and discussion of issues related to Scientific Literacy, the CTSA move-ment and Environmental Education.

We emphasize that the perspective we seek to guide this workshop, uses the assumptions derived from the notion of prudent knowledge for a decent life and the ecology of knowledge, as recommended by Santos (2006). For the author, scientific knowledge based on modern thought has entered a crisis and no longer responds to the demands of contemporary society, since there are several signs that reveal its exhaustion and irreversibility: The principle of relati-vity, considered by the author as evidence of this crisis, where Einstein distinguishes between the “simultaneity of events in the same place and the simultaneity of distant events”, revolu-tionizes our notions of space and time and, simultaneously, allows us to review the absolute Newtonian space (SANTOS, 2006b, p. 41).

To the detriment of the evidence presented, another evidence emerges that directly

1

It is essential to emphasize that the insertion of the word politics together with methodology and theory, brings, in its formula-tion, an epistemological and political option that we will make (collective of researchers involved) in the research context.

1

POLITICAL ASSUMPTIONS - EPISTEMOLOGICAL - METHODOLOGICAL


impacts the rigor of modern thought, the uncertainty principle. This principle allows us tohi-ghlight the local character of the measurements, the impossibility of generalization and,due to the interference of subjectivity in the act of measuring: “it is not possible to observe or mea-sure an object without interfering with it” (IDEM, p. 43). Finally, Santos (2002) highlights ano-ther theoretical condition of the crisis in the Newtonian paradigm, emphasizing the theory of dissipative structures, the self-organization and non-equilibrium logic revealing an entropic potential, therefore, the irreversibility in open systems means that these are product of its history ”(IDEM, p.47).

Thus, the author reveals to us that the consequences of this scientific and technological knowledge have been revealed through two facets: military and economic interest. If, on the one hand, the nuclear bomb of Hiroshima and Nagasaki brought us unforgettable images of terror, on the other hand, the capitalism exacerbated today has caused countless deaths and succumbed several communities to live in subhuman conditions.

Assuming that modern thought, enunciated in the above-mentioned questions, favored the market principle in the pillar of regulation and emancipation centered its actions on scientific knowledge, emancipation was exhausted on regulation itself, as scientific knowled-ge became the only possible form of rationality with the consequence of hyper-scientificiza-tion of emancipation and hyper-commodification of regulation. Therefore, it is no accident that scientific and technological interventions centralize their actions in capital to the detri-ment of society and humanity.

Thus, if on the one hand the community, it is conceived by Santos (2002) from the dimen-sions of participation and solidarity, as the most appropriate pillar to develop an emancipatory process in today's society. On the other hand, aesthetic-expressive rationality, with the notions of pleasure, authorship and discursive artefactuality, are configured as actions capable of establishing a process against hegemonic thinking of alternatives in the production of other knowledge.

As the perspective of CTSA (Science, Technology, Society and Environment) potentially agglutinates the knowledge that are at the basis of the way we establish our interventions on the planet, SANTOS (2010) invites you to follow a path that privileges epistemological pragma-tism, that is, they enable or prevent certain interventions in the world: epistemology of conse-quences. Such a perspective should reassess the 'real' interventions and relationships in socie-ty and the environment, in order to prevent the impacts they may promote, therefore, based on the Precautionary Principle, we must give “preference to the forms of knowledge that gua-rantee the greatest participation of the social groups involved in the conception, execution, control and enjoyment of the intervention ”IDEM, p. 60).

In this perspective, the author inspires us to look, feel, think, intuit school practices in Envi-ronmental Education in engaging with CTSA studies, which, considering prudent knowledge, should help us to awaken a critical, participative, solidary and apt citizen working co-labor-ac-tively (NUNES, 2018).

Furthermore, the approach in CTSA to target the social aspects that interfere in scientific-te-

chnological development, with a sensitive look at the different scientific cultures and their practices, establishing inclusion of the political scenario institutions and the Ecology of Know-ledge arising from the plurality of knowledge and alternative knowledge (indigenous communities, quilombolas, among other symbolic universes) in these productions, you must think about the contestable aspects and socio-ecological impacts, therefore, occupying the public dialogue of science, its intervention and relevance in social and environmental issues at the local level and global.


FOLLOWING TEACHINGThe workshop activities will last four hours. To ensure a better use of time, it is expected that

these activities will be developed according to the following table:

ORDER ACTIVITY TIME

- Presentation of the theme and objectives of the workshop.- Presentation and discussion of the activities of the

workshop.- Methodology

- The abyssal division between regulation / emancipation.- Post-abyssal thinking as ecological thinking.- Music: Abyssal Thinkinghttps://www.youtube.com/watch?v=AlHnMgu_Hys

- Group activity: Reflection on excerpts of Music: Abyssal Thinking: "As long as hunger and misery is online, rap will always be a panch line".

- The crooked lines of the Inquiry are very necessary in these straight days.

- "Heavier than the metalinguistic burden on the fine line between prejudice and our ignorance".

- "When she straightens it is not a good sign".- "I can't accept that it's so normal".- We live separately in the same backyard, this is the Abyssal

Line.- Open space for reflection of other passages pointed out by

the participants.

- Modernity project- The ecology of knowledge and the inexhaustible diversity of

the world's experience.- Knowledge and ignorance- Modern science as part of an ecology of knowledge.

- Video: https://www.youtube.com/watch?v=exGzXPv7HtAhttps://www.youtube.com/watch?v=exGzXPv7HtA

- Comunity principles

- Social emancipation

- CTSA

- CTSA: A possible view about Ecology of Knowledge

- Exchange of experiences: Teacher Patrícia Osório

- Groups presentation

- Evaluation

- Encerramento

15 min

40 min

30 min

50 min

05 min

10 min

15 min

50 min

20 min

40 min

15 min

05 min

1

2

3

4

5678910111213


ALVES, M. P. Práticas cotidianas e a escola pública em Volta Redonda, cidade, bairro, escola:-subalternidade e gestão escolar. Orientador: João Batista Bastos. Tese de Doutorado. PROPED. Universidade Federal Fluminense, Niterói, 2007.

ALVES, M. P.; SEPULVEDA, D. Tecendo conhecimento nas escolas. Petrópolis: DP ET Alii, 2012.

CERTEAU, Michel de. A invenção do cotidiano: artes de fazer. Petrópolis: Vozes, 1994.

LARROSA, J. Notas sobre a experiência e o saber da experiência. Rio de Janeiro. Revista Bra-sileira de Educação, n. 19, p. 20-28, abr. 2002 .

MORTIMER, E. F. Linguagem e formação de conceitos no ensino de ciências. Belo Horizonte: Ed. UFMG, 2000.

NUNES, C. Os manuais escolares de história e de geografia do secundário face ao desafiodas tecnologias na educação. Lisboa: Universidade Lusófona de Humanidades e Tecnolo-

gias: Instituto de Educação, 2013.

OLIVEIRA, I. B. Currículos praticados: entre a regulação e a emancipação. Rio de Janeiro:-DP&A, 2003.

OLIVEIRA, Inês Barbosa. Utopias praticadas: justiça cognitiva e cidadania horizontal na escola pública. Instrumento-Revista de Estudo e Pesquisa em Educa ção, v. 15, n. 2, 2013a.

OLIVEIRA, IB de. Currículo e processos de aprendizagem ensino: Políticas práticas Educacio-nais Cotidianas. Currículo sem Fronteiras, v. 13, n. 3, p. 375-391, 2013b.

PEREIRA, P. O.; MARINHO, E. S. Educational Robotics and English Learning: An integration of several fields of knowledge. In: Workshop de Robótica Educacional, 2016, Recife - PE.

Workshop de Robótica Educacional. São Paulo: Sociedade Brasileira de Computação, 2016. v. VII. p. 41-48.

SANTOS, Wildson Luiz Pereira dos; MORTIMER, Eduardo Fleury. Uma análise de pressupos-tos teóricos da abordagem CTS (Ciência-TecnologiaSociedade) no contexto da educação bra-sileira. Ensaio Pesquisa em Educação em Ciências (Belo Horizonte), v. 2, n. 2, p. 110-132, 2000.

SANTOS, B. S. Pela mão de Alice: o social e o político na pós modernidade. 8 ed. São Paulo Cortez, 2001.

__. A crítica da razão indolente: Contra o desperdício da experiência. São Paulo: Cortez, 2002.

__. (org.). Conhecimento prudente para uma vida decente. São Paulo: Cortez 2004.

BIBLIOGRAPHIC REFERENCES


__. A gramática do tempo: para uma nova cultura política. São Paulo: Cortez, 2006.

__. Renovar a teoria crítica e reinventar a emancipação social. São Paulo: Boitempo, 2007.

__. Do pós moderno ao pós-colonial. E para além de um e outro. Coimbra: Portugal, Centro de Estudos Sociais: Travessias, v. 6-7, 2008.

__. Para uma pedagogia do conflito. p. 15-40. In: FREITAS, A.; MORAES, S. (Orgs.). Contra o desperdício da experiência. A pedagogia do conflito revisitada. Porto Alegre: Redes Editor Ltda. 2009.

__. Para além do pensamento abissal: das linhas globais a uma ecologia de saberes. In SANTOS, B. S.; MENESES, M. P. Epistemologias do Sul.São Paulo: Cortez, 2010.

__; MENESES, Maria Paula. (Orgs.) Epistemologias do Sul. São Paulo; Editora Cortez. 2010.

__. A difícil democracia: reinventar as esquerdas. 1 ed. São Paulo: Boitempo, 2016.

. A difícil democracia: reinventar as esquerdas. 1 ed. São Paulo: Boitempo, 2016.


ANNOTATIONS


workshop: education ctsa in teaching practice

Documents