A BRIEF DISCUSSION ON THE CTSA APPROACH AND ITS CONTRIBUTION TO PHYSICS CLASSES

This article aims to list and highlight some theoretical assumptions regarding the Science-Technology-Society-Environment (STSE) approach, addressing several authors who address the topic, allowing for a connection between theory and practice in light of the STSE. The objective of this article is to reflect on issues related to the STSE and how these issues are experienced or planned by teachers who invest in professional development through continuing education. It was also possible to observe that the authors' thinking on this subject converges with the ideas of the authors. Reflecting on the theoretical precepts that fuel the discussion, it was observed that research-based teaching practice is the best way to evaluate and encourage changes in positioning, historically imposed on current schools.