APPLICATION OF CONTROLLED CONTROVERSY FROM THE PERSPECTIVE OF THE STS APPROACH: A DEBATE ABOUT THE USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES (TDICS) IN BASIC EDUCATION CLASSROOMS

Abstract

With the advancement of technologies, Digital Information and Communication Technologies (DICT) have become everyday elements. Therefore, guidance is needed in the teaching/learning process aimed at scientific and technologic literacy among the population, through the STS perspective. With the COVID-19 pandemic, schools, teachers, parents, and students were forced to adapt to remote teaching, using DICT. At this moment, the gulf between social classes concerning access to DICT platforms became clear. From then on, the subject became controversial, with parents, students, and teachers presenting divergent opinions regarding the use of DICT in schools. This work applied the controlled controversy technique with 1st year high school students using this controversy as a theme, to make students seek information about it and take a position based on reasoned arguments. Our findings reveal that, despite the research carried out, students use their personal experiences as a basis in their arguments, recognizing aspects related to internet copying, addictions, and a sedentary lifestyle. Prejudice against people with disabilities was also observed by indicating these people as those with the greatest potential to suffer cyberbullying and develop depressive disorders. The practice was satisfactory, with the exercise of skills such as collaboration, the ability to argue, and forming judgment on a topic, in addition to meeting the learning goals. In this way, we reiterate that the controlled controversy technique is effective for the development of citizens from an STS perspective.