2026-11-042026-11-042026-01-15SILVA, Aldemberg Meireles Soares da. A interface entre CTS e o uso da inteligência artificial no contexto amazônico: processo formativo para professores de ciências da natureza dos anos iniciais do ensino fundamental. Orientador: Klebson Daniel Sodré do Rosário. 2026. 146 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/408AbertoAbordagem ciência tecnologia e sociedadeInteligência artificialFormação de professorQuestão socioambientais do XinguScience technology and society approachArtificial intelligenceTeacher trainingSocio environmental issues of the XinguDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Humanas::Educação::Ensino-Aprendizagem::Tecnologia EducacionalIn the educational context, the qualification of teachers working in the early year6 of elementary school requires a broad spectrum of knowledge, essential for these professionals to perform their various duties. However, not all the skills necessary for the exercise of this profession are adequately addressed in initial teacher training courses. Thus, continuing teacher education programs emerge as an effective solution to fill some of the gaps left by initial training, in addition to meeting new demands resulting from the rapid scientific and technological advancement of today. In this sense, the objective of this research was to examine the impact of continuing teacher education, using the Science, Technology and Society (STS) approach and Artificial Intelligence (AI) as a theoretical-methodological basis in the teaching of Natural Sciences, in schools in the municipality of Altamira – Pará, Xingu region, in the Amazon of Pará. To this end, we conducted applied research, with a qualitative approach, of the actionresearch type, which involved participant observation and focus group interviews as data collection techniques, and Discursive Textual Analysis (DTA) as a data analysis technique. As a proposed intervention (foreseen in the action research), a continuing education course for teachers was developed, implemented, and evaluated as an Educational Product, with the intention of being an instructional teaching guide aimed at training teachers of the Natural Sciences curriculum component in the early years of Elementary School, aiming to meet training needs in the face of the scientific and technological advances of these new times. Our analyses describe a group of teachers with considerable experiential background, whether through professional training or teaching experience. In this group of teachers, it was possible to identify at least three types of theoretical conceptions regarding the STS approach in the teaching of Natural Sciences. Regarding the use of Artificial Intelligence as a teaching resource, our analyses indicate that teachers have certain conceptual restrictions or technical limitations when using AI in more everyday pedagogical activities. With regard to the STS approach, we can conclude that there was a good theoretical and practical alignment between the teachers' conceptions and the use of Artificial Intelligence in the Teaching of Natural Sciences, presented in the construction of lesson plans, as a culminating stage of the proposed training. Thus, we infer that the use of AI as a teaching support tool and the STS approach present great potential for pedagogical development, which, in turn, will directly impact the quality and efficiency of learning, considering local specificities.PPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos