Por uma concepção histórico crítica do currículo do ensino de ciências naturais: levantamento de teses e dissertações

• Autor(a) principal: Campelo, Calebe Lucas Feitosa
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: https://tede.unioeste.br/handle/tede/6961
• topic: Currículo; Ensino de ciências; Ciências naturais; Pedagogia histórico-crítica; Políticas educacionais; Curriculum; Science teaching; Natural sciences; Historical-critical pedagogy; Educational policies; EDUCACAO::ENSINO-APRENDIZAGEM

This dissertation aims to analyze dissertations and theses on the Teaching of Natural Sciences based on Historical-Critical Pedagogy that have as their object of study the curriculum in the final years of Elementary School. The specific objectives are: to collect elements from the synthesis of theses and dissertations produced on the topic of Teaching Natural Sciences. To this end, a survey of theses and dissertations produced between 2013 and 2023 was carried out, and a total of three dissertations and one thesis were found in the Brazilian Digital Library of Theses and Dissertations database. Research demonstrates the curricular emptying promoted by current curricular policies, such as the National Common Curricular Base, which has as its guiding axis the Pedagogy of Competences, a liberal pedagogical theory. In contrast, this work defends a materialist, historical and dialectical conception of the world proposed by PHC and Historical-Cultural Psychology. From this perspective, the function of science is to de-anthropomorphize knowledge, that is, to reveal the reality that is posited and to promote in subjects a critical view of the world. By enabling the change of a liberal conception of the world, the Teaching of Natural Sciences based on Historical-Critical Pedagogy provides the necessary knowledge for subjects to perceive themselves as agents of the transformation of concrete reality, participants in social and historical construction. However, for such propositions to be realized, education must be emancipatory, distancing itself from the mercantilist education proposed by “learning to learn” pedagogies. In view of the above, elements were found in the works that cannot be missing in the development of a historical-critical curriculum: classical knowledge; the understanding of the materialistic, historical and dialectical world, as well as the appropriation of PHC and Historical-Cultural Psychology by teachers and; school content that promotes critical teaching, based on science, so that individuals recognize science as a product of the work of the working class.