Articulating Freire-STS: developing a proposal on water

• Autor(a) principal: Silva, Raimunda Leila José da
• Data de Publicação: 2016
• Outros Autores: Strieder, Roseline Beatriz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.4739

This study aims to present reflections on a strategy to define and articulate themes to school curricula,through teaching proposals focusing on a Freire-STS perspective. The strategy, initially defined by Strieder (2008), involved three stages. The first stage, in which the theme was chosen, defined that a major focus should be attributed to the teacher’s/researcher’s knowledge and perceptions concerning the reality surrounding the school. The second stage, in which goals established, involved the conduction of a teaching intervention aiming to identify the students’ conceptions and the community’s perceptions on the theme defined in stage one. Stage three, focusing on thematic linking, involved the analysis of six 9th grade (of Fundamental Education) Science textbooks, as well as the National Curricular Parameters (PCN), in order to assess perspectives on the theme and to identify curricular areas for its inclusion. In short, the strategy used, following a Freire-STS combination, proved to be effective for the development of a teaching proposal concerning the ‘Water’ theme, which will be presented at the end of this paper.