A contextualização da aprendizagem a partir do movimento CTS no novo ensino médio

Abstract

Since the approval of the Base Nacional Comum Curricular do Ensino Médio (BNCCEM) in 2018 and the Referencial Curricular Amazonense do Ensino Médio (RCA-EM) in 2021, themes about these regulations have emerged, calling attention to the implementation of the new high school. However, the implementation of the new high school curriculum had to wait, due to the Covid-19 pandemic, which changed the national scenario, making it unfeasible to continue educational processes within the proposed timetables and according to which the start of this new project was scheduled for 2019. Thus, in 2022, the implementation of the new secondary education in Amazonas began, in a staggered way. Therefore, the present work aimed to analyze how the Science, Technology and Society (CTS) movement – or Science, Technology, Society and Environment (CTSA) – can create learning contexts in the new secondary education of basic education, at the discretion of the structuring axis Elective Curricular Unit (UCE), within the training itinerary, as well as describing the creation of learning contexts from the CTS/CTSA approach. The proposed didactic intervention was theoretically based on socio-constructivism in the light of Levi Vygotsky’s perspective, considering the proposal of learning contexts in the new high school. In this way, educational policies may present a certain discomfort for educators, with hypotheses arising regarding the history through which the reform has passed in its formulation for basic/professional education suggested by the BNCC/EM and applied as a training itinerary. However, at different times, alternative conceptions on the subject have been manifested, subjugating this training due to the comparison with neoliberal education, which, in turn, is accompanied by excesses in the labor market, submitting to capitalist modes of production. Faced with this new scenario, an attempt was made to answer the following problem: how can the CTS/CTSA movement create learning contexts in the new high school? The epistemological way to solve such problems involves the proposal for the development of the UCE and two inseparable elements: the CTS/CTSA movement and critical thinking in student protagonism. The analyzes of these documents resort to Bardin’s content analysis technique and discursive textual analysis (DTA). The discussion took place through two points: (i) from the aforementioned regulations of the first actions for the implementation of secondary education in Amazonas and (ii) from works published in the production of the implementation of the new secondary education in Amazonas. The results showed that, despite being the year of the implementation of the new secondary education, national concerns are raised about the BNCC/EM and state regulations. However, regarding the definition of the proposed theme of the studies, it results in the contribution with teaching and learning and with the STS/CTSA approach in science education, through the ECU present in the structuring axis in basic training and/or in the training itinerary in the new teaching average.