Contributions and limits of the socioscientific issues Phosphoethanolamine in Science classes

Abstract

This article intends to analyze the contributions and limits of education organized by the socioscientific issues (QSC) Phosphoethanolamine for the recognition and reflection of scientific, ethical, political and economic aspects in relation to the topic discussed. Then, it was developed a didactic and pedagogical proposal based on the Science-Technology-Society perspective (CTS) and in the Historical-Cultural Theory (THC), which addressed intrinsic aspects of the QSC Phosphoethanolamine in a class from year 8 of elementary school, in a municipal school, in the southern part of Mato Grosso do Sul, Brazil. Research findings consisted of dialogues between students and teacher/researcher that were registered in questionnaires, audio recording of classes and semi-structured interview, continuing with a content analysis. In general, it was verified that the education organized by the QSC Phosphoethanolamine and pedagogical mediation contributed for recognition and discussion of students about the scientific, political, economic and ethical aspects, as well as risks/costs and benefits that involve this QSC, helping them in the learning process of science in a contextualized manner. On the other hand, a critical analysis of the didactic and pedagogical proposal reinforce the need to elaborate education strategies that promote didactic transposition and expansion of the ZDP of students by clues, intentional enunciations, and questions that prompt the students to reflect about concepts and studied situations.