Discursos sobre a abordagem da ciência e da tecnologia nos itinerários formativos do novo ensino médio no Maranhão

Abstract

From the perspective that science teaching in the approach in Science, Technology and Society (STS) can stimulate reflections that contribute to the formation of citizens aware of the interferences that Science and Technology, exert in the several dimensions of society, this study question what conceptions of Science and Technology are developed in state schools from Maranhão. Inserted in the context of the current Reform of High School, this study aimed to analyze aspects of the STS approach during the implementation of the Training Itineraries related to the area of Natural Sciences and its Technologies in two state schools in Maranhão, located in the municipality of São Luís. The study was guide by the question: How has Science and Technology has been approached in science teaching from the Training Itineraries of the New High School from Maranhão? In order to find answers to the question, we sought to understand the national proposal for the formulation of the Training Itineraries in the Curricular References for the elaboration of the Natural Sciences and its Technologies itineraries and the local proposal of Training Itineraries for the state of Maranhão presented in the Curricular Document from Maranhão Territory - High School. Subsequently, we analyzed the discourse of six teachers of the state schools in São Luís, about implementation of the Training Itineraries related to the Natural Sciences and about Science and Technology approach in these itineraries. The speeches of teachers, obtained from interviews, were treated based on the theoretical methodological contributions of the French Discourse Analysis and developed in Brazil by Eni Orlandi. The results of the analysis show that the science teaching in the Training Itineraries of the Maranhão curriculum moves away from the principles of STS education, and is directed to a fragmented, superficial, and technicist scientific technological training, in which Science and Technology are approached in a naive, reductionist and uncritical viewpoint.