(2023-12-06) França Júnior, Antônio de Andrade; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905
This course conclusion work is the result of an exploratory bibliographical research that
analyzes the contributions of the Science, Technology and Society (CTS) approach to
chemistry teaching, especially in Youth and Adult Education (EJA). Seeking to answer
how the CTS approach can contribute to teaching and learning in chemistry. The
research uses a qualitative approach. The content analysis was developed according
to Bardin (2016). To this end, this study verified the need and possibilities of the CTS
approach in teaching chemistry for the formation of critical and reflective citizens.
Therefore, the results show that the use of the CTS movement as a teaching resource
in chemistry classes contributes significantly for a better understanding of chemistry
concepts.
