Os desafios enfrentados por um professor de química na implementação de uma sequência de ensino sobre soluções e consumo de açúcar com enfoque CTS

Abstract

This work had as an objective thinking over about the difficulties faced in the implementation of didactic sequence with STS focus in two groups of students from a public school in the metropolitan region of Belo Horizonte. The collection of data for analysis were done through field book and two surveys applied by the end of the sequence. The data evaluation was done through discursive textual analysis, giving rising to four categories of analysis that, in general mode, appointed to difficulties of students to assume the protagonism in the class room. The passive posture adopted by students, from the traditional teaching, influenced the development of STS methodology, that requires a more active posture in the class room. We believe that the application of more classes with STS focus, as well as incentives for the continuous formation of teachers can contribute to minimize the difficulties and favour a more effective implementation of STS methodology in the schools.