SOCIAL TECHNOLOGY IN THE PROGRAMMING OF A CRITICALTRANSFORMATIVE CURRICULUM IN SCIENCE EDUCATION: A Tecnologia Social na programação de um Currículo crítico-transformador na Educação em Ciências

• Autor(a) principal: Guilhermino de Archanjo Junior, Miguel
• Data de Publicação: 2021
• Outros Autores: Tormöhlen Gehlen, Simoni
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensaio (Belo Horizonte. Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/ensaio/article/view/24929
• topic: PALAVRAS-CHAVE: Educação em Ciências. Tecnologia Social. Investigação Temática. Paulo Freire.

ABSTRACT: Social Technology (TS) is understood as a technology for the formation of a society that aims at social inclusion and overcoming social demands, which are carried out through collaborative actions with communities and can involve public power, leaders community groups, NGOs, among others. This technology consists of Principles - autonomy and decision making and Actions - co-learning and reapplication. The objective of this research is to identify the fundamentals of TS in the process of elaborating and implementing activities based on TS. This activity was developed in the context of the school community, during a formative process of early childhood teachers, with a focus on Science Education, at School X, located in Municipality X. Methodologically, the research comprised two stages: i) selection, planning and elaboration of the activity based on the TS; ii) implementation of the activity with the children. The information was obtained through video recordings during the process of formation and implementation of didactic-pedagogical activities. The analysis was carried out by means of the Discursive Textual Analysis, having as reference two a priori categories: i) Autonomy in the elaboration of the curriculum and activities and; ii) Decision making in the elaboration and implementation of Science activities. Among the results, it was found that the Thematic Investigation process articulated to the fundamentals of the TS, such as the autonomy of teachers, potentiated collaborative actions in the formative / educational processes and in the elaboration of activities within the scope of Education in Sciences. In addition, children's autonomy in addressing local social contradictions was identified, by carrying out activities related to specific local problems. Thus, it was evident that autonomy enhanced the decision-making of teachers in the curricular reorientation, through a democratic process, in the critical-reflexive posture of children in the face of conflicts in their realities.