The articulation of scientific, social, economic and environmental aspects in a didactic sequence on the impacts of mining in Brazil.

Author(s)

Emmanuela Gracina Florian Marques

• Document type: Master's Dissertation
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2023-01-17

Examining board members

Marcelo Giordan Santos; Elaine Pavini Cintra; Elisa Prestes Massena

• Advisor: Marcelo Giordan Santos; Guilherme da Silva Lima

Abstract

In this research, we present a multifaceted study of the strategies adopted for the development of a problematic situation and the processes mobilized for its understanding. Based on assumptions adopted by research programs that articulate STSE (Science-Technology-Society-Environment), socio-scientific issues (SSI) and socio-historical-cultural studies, we elaborated a didactic sequence (DS) in a virtual learning environment (VLE) regarding the problems caused by the impact of mining in Brazil. According to the theoretical contributions adopted by the research, the formation of critical citizens, capable of understanding and arguing issues within the scope of science, technology, environment and society has been one of the major concerns of science teaching. At the same time, the socio-scientific issues movement presents the study of social problems as a strategy for the development of scientific concepts or practices in the classroom. Between 2015 and 2019, two ore tailings dams broke in the state of Minas Gerais causing major social, psychological, political and environmental impacts. Understanding these events requires a study not only of the direct relationships of the aforementioned effects, but also of how they can or should be minimized and treated over the years. In this research, our objective is to analyze, in the synchronous classes, in the activities and in the interactions mediated by the VLE, the influence of problematization in the discursive dynamics of the students, the teacher and the tutors. The results indicate that the research problem, seen as the central object of the teaching and learning activity, provided the coordination of social, environmental, economic and scientific aspects in the development of DS. In addition, from the data of interactions in the VLE, we consolidated the importance of knowledge of the theories projected in this study for the initial training of teachers and the potential of the Topological Model of Teaching (MTE) for understanding the role of socio-scientific problematization in science classes. (AU)

• FAPESP's process: 19/25115-1 - The articulation of scientific, social, economic and environmental aspects in a didactic sequence about impacts of mining in Brazil
• Grantee: Emmanuela Gracina Florian Marques
• Support Opportunities: Scholarships in Brazil - Master