A produção de vídeos com abordagem ciência tecnologia e sociedade para promover o protagonismo juvenil em aulas de biologia do ensino médio

Abstract

This article aims to highlight the relevance of using the Science, Technology and Society (STS) approach, correlating it with active biology teaching methodologies, in order to develop student autonomy and protagonism. An educational action was proposed in high school classes, in which students produced documentary videos on STS issues they perceived in the region where the school is located. The STS approach was presented to the students and the produced videos were subsequently categorized according to their emphasis on STS elements (SANTOS, 2011). The students' involvement with the proposal and their ability to handle the necessary demands and technologies were also recorded and analyzed. The results showed that the students engaged positively with the proposal to produce documentary videos on STS issues in their region, demonstrating the potential of the STS approach combined with active teaching methodologies in promoting student autonomy and protagonism. This approach could be an interesting alternative for biology teaching, contributing to the formation of more critical and conscious citizens of their role in society.