2026-11-052026-11-052026-05-08RIBEIRO, Gustavo Vitor de Souza. Vacinas e abordagem CTS: uma proposta para o ensino de ciências a partir da contextualização da vacinação contra a COVID-19. Orientadora: Luciana de Nazaré Farias. 2026. 130 f. Dissertação (Mestrado Profissional em Educação e Ensino de Ciências na Amazônia) – Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/420AbertoCiências da naturezaPós verdadeNegacionismo científicoNatural sciencesPost truthScientific denialismDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThe Science, Technology and Society (STS) approach proposes a new perspective on the teaching and learning process, as it encourages problem-posing teaching that values critical thinking and fosters the development of individuals able to engage with the various Socio-scientific Issues (SSI). These issues are characterized as controversial problems or situations embedded in the social context, and they can contribute significantly to the educational process by enabling an inter- or multidisciplinary approach to content, without discarding the need for scientific knowledge in attempts to mitigate such problems. In this regard, after the COVID-19 pandemic, a strong denialist current intensified, not only in Brazil but worldwide, discrediting scientific knowledge and science-based practices such as vaccination. In this scenario, the circulation of misinformation is a determining factor in strengthening this way of thinking, whose effects remain visible today. Thus, the debate about vaccines can be understood from an SSI perspective, contextualized, for example, within the recent scenario of the COVID-19 pandemic. The objective of this research was to analyze the implications of using a Didactic Sequence (DS), based on the principles of the STS approach, to clarify to students the importance of vaccines and the value of scientific knowledge, starting from the contextualization of the vaccination process during the COVID-19 pandemic. This is a qualitative, applied research study that adopted case study procedures and targeted 7th-grade elementary school students at a public school in the municipality of Marapanim, Pará, Brazil. Data were collected through questionnaires, audio recordings, drawings, texts, photographs and a field diary, and were analyzed using Bardin's (2004) content analysis technique. The results showed that the didactic sequence contributed significantly to students' learning about vaccines. Through diversified strategies, it was possible to broaden students' understanding beyond strictly technical aspects, promoting a more critical and contextualized view of the topic. Moreover, the findings indicated consistent progress in the assimilation of the information presented, showing that the 7th-grade students not only understood the content but were also able to relate it to everyday situations, strengthening their informed position on the importance of vaccination.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia