Problem-situation in the development of a teaching proposal in the field of Natural Sciences

• Autor(a) principal: Machado, Aniara Ribeiro
• Data de Publicação: 2016
• Outros Autores: Silva, Rejane Maria Ghisolf da, Ritter, Jaqueline
• 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.v8i1.14266

The research aimed to analyze how Natural Sciences high school teachers perceive a problemsituation in the construction of a curricular reorganization proposal, named “Study Situation”, which values the contributions of the Science, Technology, Society and Environment movement. This is a case-study, qualitative investigation. All classes (from planning to pedagogical intervention) were registered, transcribed and analyzed for the purpose of studying the situation: “Environment and life: human beings in this context”: they were taught by three teachers working in the subjects of Chemistry, Physics and Biology, at first year high school level. Data was analyzed using Discourse Textual Analysis, which highlighted the following categories: local-global, collective-individual and pseudo-problematization. The local-global category implies movements that articulate local issues from the students’ context with global ones, such as: the issue of garbage disposal. The collectiveindividual category comprises links between social problems collectively addressed that also include aspects prone to individual approaches. The pseudo-problematization occurs in situations where teachers question students, in which the focus of the questions is completely on the subjects’ concepts and not on the comprehension of the situation under study. The problem-situation, referring to the aforementioned ‘Study Situation’, as conceived by teachers, suggests that it is part of a context that focuses students’ life experiences and that motivates them to decide on potential solutions.