Proposta CTS para abordar questões sociocientíficas com estudantes de licenciatura através de discussões acerca dos desastres de Fukushima e Mariana

Abstract

This research had as main focus to investigate the perception of students of Natural Sciences Course UTFPR on the Fukushima disaster and Mariana from CTS proposal to socio-scientific issues approach. It was hoped to develop and encourage students to understand scientific and technological knowledge, using the controversial theme: Fukushima disasters in Japan, and Mariana in Brazil. Therefore, it proceeded to the application of a questionnaire at two different times: at first, this instrument served to be evaluated prior knowledge and the students about Fukushima and Mariana disasters, referred to the result of lessons focusing on proposal CTS. During the teaching practices, there were discussions about a resentful theme. In the sequence, a purposeful activity was developed, whose purpose was to encourage social activism and the elaboration of socio-political actions. Through this, a blog was created to disseminate the activities carried out in the practices on the controversial issues, involved in socio-scientific issues. A Problem-Building Dialogical Matrix (MDP) was defined to establish a relationship between the theoretical part and the practical part of the work. Finally, the results of the analyzes were presented, starting from the comparison of the initial and final questionnaires, answered by the students; these instruments were developed in a CTS approach, and associated with the MDP. It concludes with this study that there is a relationship of rationality investigated and constructed from legal, sociological and scientific assumptions as a subsidy for decision-making and positioning on controversial issues. Thus, CTS was seen as a constituent action of critical positioning of Science and Technology in educational institutions.