THE STATE EDUCATION PLAN OF PARÁ (SEP/PA) THROUGH THE LENS OF CONTENT ANALYSIS: IMPLICATIONS OF THE STSE APPROACH IN HIGH SCHOOL EDUCATION

IMPLICAÇÕES DA ABORDAGEM CTSA NO ENSINO MÉDIO

Abstract

The implementation of the STSE (Science, Technology, Society, and Environment) approach in Science teaching is crucial for the formation of students in contemporary society. This research was dedicated to investigating the presence and approximations of the STSE focus in guiding educational documents in Pará. The focus of the analysis fell on the State Education Plan (SEP/PA), promulgated in 2015, and the Innovative High School Program (IHSPRO, 2009). The methodological procedure adopted was the content analysis of Bardin (2015), characterized as a qualitative-quantitative documentary study. To establish a comparative framework, the assumptions of Zoller and Watson (1974 apud Santos; Schnetzler, 2010) Were Employed, Contrasting Classical Teaching With The STSE View. The analysis revealed that, although the SEP/PA and IHSPRO manifest contextualized visions and views in pursuit of improving Pará's public high school education, they were not conceived under the integral perspective of the STSE approach. This gap is evidenced by the low explicit occurrence of four of the six central keywords ("citizenship," "technology," "society," and "values") in both texts. Nevertheless, High School Education values science and technology in the student's human and sociocultural formation for the exercise of citizenship. It was concluded that contributions were identified in the SEP/PA that allow for approximations with the STSE approach in Innovative High School Science teaching in Pará.