Educação CTS na formação de licenciandos do PIBID: a elaboração de uma sequência didática sobre gênero como Questão Sociocientífica no ensino de Ciências

Abstract

This research aimed to analyze how elements of Science-Technology-Society (STS) Education, developed within a formative process with pre-service teachers participating in the Institutional Teaching Initiation Scholarship Program (PIBID), were materialized in a Teaching Sequence designed to approach gender as a Socioscientific Issue in Science Education. The investigation was grounded in the understanding that science education cannot be restricted to the transmission of conceptual content, but should enable a critical reading of the relationships among science, technology, society, culture, and power. Methodologically, the research was developed through a qualitative approach, guided by participatory research, within the context of a formative process organized with PIBID pre-service teachers. The corpus of analysis consisted of the Teaching Sequence collectively produced by the participants and the written reflective feedback elaborated after its implementation in the school context. The analysis was guided by Content Analysis, considering categories related to STS Education, Socioscientific Issues, conceptual, procedural, and attitudinal dimensions, the approach to gender in Science Education, and the formative learning produced through the experience. The results indicated that the Teaching Sequence incorporated relevant elements of the STS/SSI perspective by articulating scientific knowledge, digital technologies, the circulation of discourses on social media, fake news, algorithms, and gender relations based on the controversy involving red pill discourses. The proposal projected formative possibilities related to argumentation, critical positioning, and sociopolitical action. However, its implementation revealed institutional tensions, especially regarding resistance to addressing gender in the school context. The pre-service teachers’ reflective feedback also evidenced learning related to planning, pedagogical mediation, institutional limits, and the complexity of teaching practice when dealing with socially controversial themes. It is concluded that working with gender as a Socioscientific Issue in Science Education does not imply abandoning scientific content, but rather reorganizing its pedagogical purpose toward the critical understanding of socially relevant problems. This research contributes to the field of Science Education by highlighting the formative potential of articulating STS Education, Socioscientific Issues, and gender in initial teacher education, as well as the concrete challenges of implementing such proposals in school contexts marked by curricular, political, and cultural disputes.