ABORDAGEM CTS NO ENSINO DE CIÊNCIAS: O QUE DIZEM AS PUBLICAÇÕES ACADÊMICAS SOBRE A FORMAÇÃO INICIAL DOCENTE PARA OS ANOS INICIAIS DO ENSINO FUNDAMENTAL.

This paper is the result of a bibliographical survey on Science Technology and Society (STS) in Science Teaching, which highlights teachers' training for the first years of elementary school. The research was based on the following issues: what has been published about STS/STSE in academic research that includes the Science teaching? At which levels of education are Brazilian researches focused on STS/STSE approach in Science teaching? And which thematic axes stand out the most in research covering the first years of Elementary School? This study was developed according to the qualitative approach, by surveying master and doctoring dissertations, whose time frame were publications from 2010 to 2019, available in the Repository of Coordination Office for Improvement of Higher Education Personnel (CAPES) that included the STS or STSE terms on the title, keywords or abstracts. For data analysis, the bibliographic and documentary study was chosen as an investigative procedure as a reference to the Content Analysis technique according to Bardin's perspective (2016). The results show that the research on this theme, regarding the general characteristics of Science Teaching, has a substantial number of publications, but mainly for Chemistry teaching at high school. Taking into account the total number of published papers and the established timeframe, we obtained 18 publications in which studies referring to the STS theme prevail in the first schooling years. These findings suggest that the results for the first years of Elementary School are still incipient, therefore, they reinforce the importance on expanding research that includes investigations regarding the STS approach for this educational level, whether in discussions on pedagogical practices in classroom, whether it is about teachers' training. So that it is possible to build a movement of constant reflection and criticality, which is able of promoting a practice that is socially committed to the citizenship education of students since the beginning of their education in Basic Education. [ABSTRACT FROM AUTHOR]