STSE Education and Problem-Based Learning: methodological possibility for the Food Science and Technology course

Abstract

The education with a focus on Science, Technology, Society and Environment (STSE) enables the development of critical and reflective thinking, contributing to the formation of a more aware and capable individual. Thus, the objective was to investigate in the literature how this approach is applied in higher education, especially in the Food Science and Technology (FST) course. The STSE approach was analyzed based on the following indicators: contextualization; interdisciplinarity; active student participation; collaborative work; problematizing real situations; impacts of science and technology on society and/or the environment; dialogic interaction; scientific and technological literacy, critical and reflective thinking and decision-making. In general, these indicators were present in all articles evaluated, in different areas of knowledge. No study related to the FST area was found. Among the limitations mentioned for the application of the STSE approach, there is the lack of training for professors, overload of contents and disciplines, and resistance of students to non-traditional methodologies. Therefore, in view of the importance of the STSE perspective in higher education and of a gap in the FST area, a pedagogical intervention was proposed to be developed in the Quality Management discipline for the FST course. This proposal was directed to the content of Good Manufacturing Practices, to be taught under the STSE approach, based on the Problem Based Learning methodology. It is believed that this educational practice contributes to greater motivation and understanding of students, focusing on solving a real problem in a food establishment.