O ensino de matemática na perspectiva CTS : ações e reflexões de uma professora

Abstract

The teaching approach based on the STS perspective (Science-Technology-Society) has received highlights in publications in the area of education, because it helps the formation of critical thinking. This research aims to be innovative, in the way that it portrays a reflective practice within the STS perspective, combined with Mathematics contents, stemming from the theme "Energy and the International Year of Light". The choice of this theme occurred due to its relevance and by its potential to increase the interest and motivation of the students. The objective of this study was therefore to analyze the actions and reflections of a teacher approaching Mathematics in STS perspective and reflective teaching. It was planned and executed a teaching sequence with two classes of the 9th year in a regular school in the state of São Paulo. The record of each step of the didactic sequence performed and the writings of records of the persons involved - teacher, speaker and students - were analyzed in a qualitative way, in order to identify the relevance of teacher´s actions and reflections. The planning and execution of the activities with the differentiated teaching strategies favored the active participation of the students as well as the interaction between them and the teacher. In this respect, the teacher developed her actions of teaching with creativity and criticality, according to the assumptions of STS approach, with positive repercussion in the pedagogical practice. When the teacher analyzed her own teaching practice, she exposed the school reality in the educational context that she lived, considering her anxieties, uncertainties, as well as enthusiasm. These feelings were unveiled by her posture through action-reflection-action processes that caused a review of her own practice and the search to overcome her pedagogical and individualistic illusions of teaching, although we recognize that any change is not an easy action. It is procedural, it requires determination and the wish for challenge. In this sense, the reflections promoted in this work aim to contribute to the initial and continuing formation of teachers who intend to work under this teaching approach. Therefore provoke discussion in the teaching and learning process in the current situation.