Banca de QUALIFICAÇÃO: GEOVÂNIO DA SILVA OLIVEIRA

WIND ENERGY IN HIGH SCHOOL: THE CASE OF A SOCIOSCIENTIFIC ISSUE IN SCIENCE TEACHING

Wind energy; Socioscientific Issues; STS Education; Science Teaching; 

Contextual, local, regional or global themes have occupied space and relevance in research

 in the area of Science Teaching since the 1970s, based on discussions guided by the field of study of the 

relationships between Science, Technology and Society (STS), as well as its implications for communities and

 the environment. Linked to this field, Socio-Scientific Issues (SSI) emerge, of a controversial or controversia

l nature, enabling teaching, the promotion of debates and the positioning of students in the face of controversial

 themes or themes in the contemporary world. This work aims to investigate students' perceptions about

 socio-scientific aspects related to the implementation of a wind farm in the city of Campo Redondo/RN,

 encouraging critical and argumentative discussions for citizenship around the issue in the school context. 

he research will be developed using the methodological bias of a qualitative approach and methodological

 strategy of Participatory Research. The target audience is a third-year class from a public school in the city of 

Campo Redondo/RN, the context chosen for the development of this investigation. A didactic sequence was 

developed and an intervention will be carried out in the classroom lasting a total of 8 classes, divided

 into 3 didactic-methodological stages. The didactic-pedagogical dynamics of the three pedagogical moments, 

the structuring and carrying out of a simulated jury will be the guide of the intervention and activities in the

 classroom. As a research data collection instrument, we will use the questionnaire, field diary and 

semi-structured interview, followed by Content Analysis, to analyze existing scientific productions on the topic,

 initially. After applying the Didactic Sequence and intervention in the classroom, we will use the Discursive

 Textual Analysis method, as it provides researchers with conditions for the construction and reconstruction of 

interpretative ideas, flexibility in their categorical and metatextual process, when dealing with perceptions, 

speeches or communications from research participants. We think, from this proposal, to contribute to the 

construction of new perspectives by students in interaction with the teacher, and collectively, construct relevant 

meanings and arguments regarding the topic in question in science teaching and be able to act at school and

 in the community as critical and participatory citizens, culminating in socio-environmental actions and attitudes

necessary in our society.