Percepções e implicações da ciência e da tecnologia a partir de discursos de quilombolas e professores para o ensino de Física

Abstract

This study came amid social controversy caused by the relocation of remaining quilombola communities from their homelands in the municipality of Alcântara, in the state of Maranhão, to install a rocket launching base, the Centro de Lançamento de Alcântara (CLA). Initially, residents of the communities and teachers of a basic education school were interviewed, trying to understand how the development of science and technology in the region by these subjects is seen. In the absence of CLA manifestation, its positioning in the social context can be considered as centered in the reproduction of artifacts that respond to market interests and not in questions and solutions of local problems. Using the interviewees' discourses as subsidies to generate answers / referrals to face the challenges in teaching pedagogical practices, specifically, in the teaching of Physics in quilombola education, a teaching unit was developed, seeking to approach the local social problematic, which involves science and technology. The unit of physics teaching aims at understanding scientific concepts of science and technology used by both communities and CLA and deepening the relations between Science, Technology and Society (CTS) in medium-level classes of Physics teaching. The topics developed in the teaching unit, "rocket launches" and "thermology and ceramic production", had the perspective of developing in the student a critical look at their reality and in science, arouse the interest and motivation of the students. Students by the science developed in their surroundings, enabling them to develop important skills and competences, such as the ability to argue and use and understand the language of science. Notions from the CTS movement theoretically support the teaching unit, offering elements that allow CTS relations to be explored during the exploratory research of the subject and elements that allowed the structuring of the teaching unit with a CTS approach, associated with local problems.