The Science, Technology and Society (STS) Approach in the reconstruction of Teaching Professional Identity

Abstract

In order to understand the contributions of the Science, Technology and Society (STS) approach in the reconstruction of the teaching professional identity, this paper report the analysis of a teacher training experience. It was developed during the first half of 2016 under the Institutional Scholarship for Teaching Initiation Program (PIBID)-in the Chemical subproject of the Federal University of Rio Grande-FURG, Brazil. Theoretical studies and planning of activities in the STS perspective were performed during its development. Records generated from this process (research diary, portfolios and interviews) were analyzed by means of Discursive Textual Analysis-ATD, which resulted in three final emerging categories, presented in this document through metatext: Theoretical and Practical Implications of the STS approach in Teacher Education; Reconstruction of the Teaching Professional Identity; Sociopolitical Context and Working Conditions of Teachers. The work developed, in addition to contributing theory and practice on the STS perspective in the classroom, encouraged the identification of the characteristics and purposes of the approach (contextualization, interdiciplinarity, collective work and critical thinking) that promote the reconstruction of teacher professional identity and the upgrading of educational processes.