APPROACH CTS AND DECOLONIALITY: KNOWLEDGE FOR AN EMANCIPATORY SCIENTIFIC AND TECHNOLOGICAL EDUCATION IN THE INITIAL TRAINING OF CHEMISTRY TEACHERS AT UFRPE
DECOLONIALITY: CTS; INITIAL TRAINING OF CHEMISTRY TEACHERS
Science teaching has opened significant spaces for the discussion of science, technology and society as a strategy to overcome the distorted views of S&T. At the same time, this field has problematized ways of thinking about scientific and technological knowledge through lenses that overcome racism, colonial and Eurocentric models of teaching and learning, such as decoloniality. Thus, this project aims to understand how the insertion of STS discussions from a colonial perspective can contribute to the training of undergraduates in chemistry at UFRPE. The theoretical foundation that supports this project discusses the nature of science, technology and society, the emergence of the STS movement and its repercussions in the educational context. Furthermore, we conceptualize decoloniality, the manifestation of colonial thought and, most importantly, we outline the articulation between the STS objectives and the studies of colonials. The methodology is qualitative in nature and has na interventional approach, organized through a training process to be developed in the ESO IV course. We believe that this project will enable the emergence of voices and discourses by the graduates about STS in a decolonial perspective, so that they problematize white, colonial and elitist science and technology and make use of other possibilities in their planning and teaching practice to promote the science teaching more critical and emancipatory.