Abordagem de temas no ensino de ciências: reflexões para processos formativos de professores

Abstract

The present research aims at the study of science education, inspired by the Freirean referential (FREIRE, 2016a) and the repercussions of CTS / PLACTS Education (CENTA; MUENCHEN, 2016; STRIEDER; KAWAMURA, 2017) to identify and to understand the potentialities and limitations in the approach of subjects, from the understanding of teachers of Sciences of the municipal education network of Dom Pedrito on the subject of the agrotoxic. Of the twelve teachers from the Dom Pedrito municipal education network who work in the curricular component of Sciences, eleven participated in the research. As instruments of data collection, a questionnaire and semi-structured interview were used. The data were submitted to the Discursive Textual Analysis (MORAES; GALIAZZI, 2016). The results showed that teachers do not have clarity about the conception of themes and contents, as well as understand that there is a need to comply with the curricular program systematically. Given this, context issues are addressed to work on conceptual content. These aspects indicate indicatives of passivity, which end up contributing to the perpetuation of a culture of silence. However, it was also possible to identify an openness to work on questions of the context and the interest of the students in the classroom, and also the recognition of the importance of the approach to the pesticide theme. The systematization of the results allowed the elaboration of a theoretical-practical Essay on this theme, as a possibility to approach both in Basic Education and in the initial and continued formation of teachers. Finally, it is defended the importance of the themes approach, based on Freire-CTS / PLACTS articulations as a potential to mobilize a problematizing and contextualized pedagogical practice.