Reorientação curricular na disciplina Química via tema gerador: uma aproximação Freire-CTS
A curriculum with a thematic approach can socially and historically contextualize didactic development and concept learning and make content more meaningful for high school students through dialogue and problematization of situations that arise from their own realities. We consider that the lack...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Brasil
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/27788 |
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| Resumo: | A curriculum with a thematic approach can socially and historically
contextualize didactic development and concept learning and make content more
meaningful for high school students through dialogue and problematization of situations
that arise from their own realities. We consider that the lack of contextualization in
Science Education leads to the development of a curriculum that diverges from the
objectives proposed in the legal documents for Basic Education in High School in
Brazil and ends up accentuating social, economic, gender, cultural differences.
Therefore, we believe that an approach based on themes that emerge from the students'
reality, problematizing the relations between science, technology and society, favors the
contextualized learning of chemical concepts. Science education should be focused on
the formation of critical and reflective subjects, the preparation for action and social
participation. For this purpose, in this dissertation, we propose to investigate how the
Freirean Thematic Approach and the assumptions of the Science, Technology and
Society field of study can be used to construct the syllabus of the Chemical discipline in
the 3rd grade of regular high school, in a school in Natal, state of Rio Grande do Norte.
Through a qualitative approach, in Thematic Research, we used data collection,
participant observation, document analysis and semi-structured interviews. From this
investigation, social welfare emerged as a generative theme. Based on the IT and the
generating theme, we elaborated a Didactic Sequence for the teaching of the
combustion reaction concept, from the perspective of sustainability. Its application
observed the orientations of the Three Pedagogical Moments. For the analysis of the
results of the application of the educational product, we use the Discursive Textual
Analysis. The students' speech during IT refers to a concern with public transport and
situations that permeate the condition of the traffic roads, which led us to address
sustainability aspects and the Urban Mobility Plan of Christmas. The application of DS
showed us that the problematic and dialogic didactic action anchored in the generating
theme, with CTS approach and in the perspective of sustainability, promoted a scientific
and technological literacy at different levels, evidencing the students' awareness. for
active participation in local social issues. |
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