CTSA no Ensino de Ciências: Uma Revisão Sistemática das Propostas Educacionais Presente na Literatura

This research aims to analyze teaching proposals based on the CTSA (Science, Technology, Society, and Environment) approach for science education in elementary schools through a systematic literature review. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, using publications indexed in the CAPES Journals Portal. This resulted in a corpus of 29 articles focused on the CTSA approach. The main results indicate that there are difficulties related to student indiscipline, limited planning time, and resistance to new methodologies. However, the CTSA approach offers significant benefits, including the enhancement of critical thinking, the promotion of contextualized learning, and interdisciplinarity. Adopting the CTSA approach can contribute to developing more informed and engaged citizens; overcoming structural and pedagogical barriers is essential for effectively implementing this approach. Furthermore, it highlights the need to reconsider teacher training and to develop or improve existing practices with a focus on CTSA in elementary education.