ABORDAGEM CTSA: UMA PROPOSTA PARA O ENSINO DE TERMOQUÍMICA SOB O OLHAR DA DIDÁTICA COMPLEXA E TRANSDISCIPLINAR

Abstract

This research was developed within the scope of the Professional Graduate Program in Teaching for Basic Education (PPG-EnEB), considering research line “Teaching Methodologies and Technologies”. We sought to understand the challenges of articulating the Science, Technology, Society and Environment (STSE) approach to the teaching of Thermochemistry, from the perspective of Complex and Transdisciplinary Didactics. The general objective focused on implementing Thermochemistry teaching situations grounded in the STSE approach under the perspective of complex and transdisciplinary didactics and emerging pedagogical trends, aiming to promote critical, contextualized, and socially relevant learning in Basic Education. To this end, a qualitative methodology of an applied nature was adopted, involving a theoretical-epistemological analysis of references such as the complex thinking of Edgar Morin, the transdisciplinarity proposed by Hilton Japiassu and Basarab Nicolescu, the self-hetero-ecoformation concept of Gaston Pineau, and ecopedagogy grounded in Paulo Freire and Moacir Gadotti, as well as Complex and Transdisciplinary Didactics as developed by Marilza Suanno. These references supported the development and implementation of a didactic sequence as an educational product aimed at second-year high school students. The results indicate that articulating the STSE approach based on complex and transdisciplinary didactics favors the construction of critical-reflective learning, the integration of scientific knowledge with socio-environmental contexts, the development of complex ways of thinking through the reconnection of knowledge, and the strengthening of students’ autonomy in the teaching of Thermochemistry. It was possible to conclude that this dialogue offers consistent theoretical-epistemological foundations for organizing pedagogical practices committed to citizenship education and to transforming teaching and learning processes in Science.