The emergence of the teaching for research perspective in integrated centers in the context of the implementation of a STSE proposal in High School

This paper analyzes a proposal for Scientific and Technological Literacy in the context of basic education. The activities of this proposal were developed among second year students of a public High School in Goiânia, Brazil. These activities sought to articulate the elements from the perspective of Teaching Trough Research. Thus, the students conducted a study about technological devices guided by a STSE approach. The categories of analysis signaled moments of relevant learning, the articulation of elements of motivation and mobilization, the build of democratic environments of participation and decision, in addition to establishing moments of discussion, in which students had the opportunity to debate and argue over various problems present in their daily lives. The categories of analysis also allowed rethink the elements of the theoretical referential employed, which resulted in a distinct theoretical framework from the adopted initially, which is here called Teaching for Research in Integrated Centers.

Science, Technology, Society and Environment; STSE; Teaching through Research; Secondary education; Scientific and technological literacy