Banca de QUALIFICAÇÃO: MONARA JEANE DOS SANTOS COSTA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : MONARA JEANE DOS SANTOS COSTA
DATE: 27/04/2026
TIME: 09:00
LOCAL: Sala 71 do CCET
TITLE:

Socioscientific Issues in Initial Teacher Education: Mobilization of Epistemic Practices from the Perspective of Scientific and Technological Literacy

KEY WORDS:

Socioscientific Issues; Epistemic Practices; Scientific and Technological Literacy; Teacher Education; Science Education.

PAGES: 110
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

This study investigates how the use of Socioscientific Issues (SSI), grounded in the perspective of Scientific and Technological Literacy (STL) in its critical dimension (type III), fosters the mobilization and qualification of epistemic practices in the context of pre-service science teacher education. We assume that initial science teacher education requires formative strategies that go beyond mere conceptual appropriation and promote the articulation between scientific knowledge, critical reflection, and sociopolitical commitment. In this context, we argue that the thesis to be defended is that the intentional use of an SSI, grounded in the assumptions of STL (type III), constitutes a formative strategy capable of mobilizing and qualifying epistemic practices in teacher education. As a general objective, we aim to investigate how the incorporation of an SSI, guided by the assumptions of STL type III, structures formative conditions that promote epistemic practices. To this end, we seek to map Brazilian academic productions that articulate epistemic practices and SSI in teacher education; analyze the methodological guidelines of the in-depth learning pathways of the Rio Grande do Norte Curriculum Framework regarding the mobilization of these practices; develop an analytical tool to highlight epistemic practices; characterize such practices in formative contexts; and evaluate the potential of SSI to promote STL type III. Initial results indicate a significant gap in Brazilian academic production directly articulating SSI and epistemic practices in pre-service teacher education, with studies more frequently focused on basic education. In analyzing the curriculum, we identified a consistent foundation in the investigative and communicative dimensions, but with weaknesses in the argumentative and interventive dimensions, indicating the need for more intentional instructional planning to promote critical positioning and social action. The analytical tool we developed aims to identify levels of epistemic engagement, allowing analysis ranging from superficial descriptions to more complex processes, such as evidence-based argumentation, ethical reflection, and informed decision-making. As an empirical development, we also propose the implementation of a teaching sequence structured around an SSI, including problematization, hypothesis generation, investigation, critical analysis of evidence, argumentative debates, and the production of public positioning. We expect, therefore, to demonstrate the articulation between scientific knowledge, critical reflection, and social participation, contributing to the strengthening of epistemic practices and to the consolidation of a teacher education aligned with STL type III.

COMMITTEE MEMBERS:
Presidente - 1630751 - JOSIVANIA MARISA DANTAS
Interna - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externo à Instituição - ALBINO OLIVEIRA NUNES - IFRN
Externa à Instituição - ROSANA FRANZEN LEITE - UNIOESTE