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.