Estágio com pesquisa articulado a educação com enfoque CTS na formação inicial docente

In this paper, we analyze the contributions of a practitioner research connected to Science, Technology and Society (STS) in promoting the critical-reflective training of a physics pre-service teacher. The practitioner research focused on the use of Socioscientific Issues in teaching and was developed in a public school in the city of São Paulo. The data for this research emerged from the internship report, from the classes at the university and from the semi-structured interview carried with the pre-service teacher after the end of the internship. This data was tabulated and analyzed using textual discourse analysis. The analysis of the data indicated contributions from the articulation between practitioner research and the Teaching Science, Technology and Society to the critical-reflexive initial training of teachers.