Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática

Detalhes bibliográficos
Autor(a) principal: SILVA, Wilson Antonio da
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9441
Resumo: This investigation is part of a set of reflections related to Science Teaching, more specifically Chemistry Teaching, based on Thematic Investigation in the perspective of Problem-posing Education by Paulo Freire and integrated to Science-Technology-Society-Environment Education (STSE). When Freire is articulated with the aspects of the STSE approach, what is sought is the participation of society by overcoming its silence, as pointed out by Auler (2002). Based on this context, we conducted this investigation based on the following problem: what are the contributions of the articulation between Problem-posing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Research? In order to answer the outlined research question, we outlined as a general objective to analyze contributions of the articulation between Problematizing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Investigation. We adopted a participatory research of a qualitative nature, which was developed with students from the 2nd grade of high school in a school located in the city of Surubim - Pernambuco. The methodological path included three articulated phases: carrying out the Thematic Investigation; data production; and data organization and analysis. Carrying out the Thematic Investigation considered the following steps: study of reality, analysis of extreme situations; culture circles; thematic reduction; and work in the classroom (planned and developed based on the three pedagogical moments – initial problematization, organization of knowledge and application of knowledge). The analytical perspective was Discursive Textual Analysis (DTA). This study highlights three significant contributions of the articulation between Problem-Based Education and STSE Education in the teaching of Chemistry in Basic Education, from the perspective of Thematic Research: first, the development of Chemistry teaching based on the study of reality; second, the promotion of Chemistry teaching as an instrument for critical analysis of reality; and third, the constitution of Chemistry teaching as a tool for transforming reality. We can highlight that Thematic Investigation was constituted as a relevant process when it effectively proposes to bring assumptions from Freire's Problematizing Education and STSE Education to the school context. This study highlights the importance of integration between scientific knowledge and social dimensions. This not only provides students with a broader understanding of reality, but can make educators aware of the need to incorporate guiding questions based on the study of reality in all curricular components, allowing students to have access to an emancipatory education, enabling them to to make informed decisions and develop critical awareness. When considering future research, in the light of Thematic Research, the development of Scientific Literacy through the articulation between Problem-Based Education and STSE Education can constitute an agenda for new research.
id URPE_0a0e5ee713e1e3a58113b583ea16864e
oai_identifier_str oai:tede2:tede2/9441
network_acronym_str URPE
network_name_str Biblioteca Digital de Teses e Dissertações da UFRPE
repository_id_str
spelling FIRME, Ruth do NascimentoARAÚJO, Monica Lopes FolenaOLIVEIRA, Gilvaneide Ferreira dehttp://lattes.cnpq.br/3547900934671192SILVA, Wilson Antonio da2023-10-31T15:13:47Z2023-08-25SILVA, Wilson Antonio da. Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática. 2023. 221 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9441This investigation is part of a set of reflections related to Science Teaching, more specifically Chemistry Teaching, based on Thematic Investigation in the perspective of Problem-posing Education by Paulo Freire and integrated to Science-Technology-Society-Environment Education (STSE). When Freire is articulated with the aspects of the STSE approach, what is sought is the participation of society by overcoming its silence, as pointed out by Auler (2002). Based on this context, we conducted this investigation based on the following problem: what are the contributions of the articulation between Problem-posing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Research? In order to answer the outlined research question, we outlined as a general objective to analyze contributions of the articulation between Problematizing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Investigation. We adopted a participatory research of a qualitative nature, which was developed with students from the 2nd grade of high school in a school located in the city of Surubim - Pernambuco. The methodological path included three articulated phases: carrying out the Thematic Investigation; data production; and data organization and analysis. Carrying out the Thematic Investigation considered the following steps: study of reality, analysis of extreme situations; culture circles; thematic reduction; and work in the classroom (planned and developed based on the three pedagogical moments – initial problematization, organization of knowledge and application of knowledge). The analytical perspective was Discursive Textual Analysis (DTA). This study highlights three significant contributions of the articulation between Problem-Based Education and STSE Education in the teaching of Chemistry in Basic Education, from the perspective of Thematic Research: first, the development of Chemistry teaching based on the study of reality; second, the promotion of Chemistry teaching as an instrument for critical analysis of reality; and third, the constitution of Chemistry teaching as a tool for transforming reality. We can highlight that Thematic Investigation was constituted as a relevant process when it effectively proposes to bring assumptions from Freire's Problematizing Education and STSE Education to the school context. This study highlights the importance of integration between scientific knowledge and social dimensions. This not only provides students with a broader understanding of reality, but can make educators aware of the need to incorporate guiding questions based on the study of reality in all curricular components, allowing students to have access to an emancipatory education, enabling them to to make informed decisions and develop critical awareness. When considering future research, in the light of Thematic Research, the development of Scientific Literacy through the articulation between Problem-Based Education and STSE Education can constitute an agenda for new research.Esta investigação enquadra-se em um conjunto de reflexões relacionadas ao Ensino das Ciências, mais especificamente o Ensino de Química, fundamentado na Investigação Temática na perspectiva da Educação Problematizadora de Paulo Freire e integrada à Educação Ciência-Tecnologia-Sociedade-Ambiente (CTSA). Quando se articula Freire com os aspectos da abordagem CTSA o que se procura é a participação da sociedade pela superação de seu silêncio, como aponta Auler (2002). Partindo desse contexto, conduzimos esta investigação a partir do seguinte problema: quais são as contribuições da articulação entre a Educação Problematizadora e a Educação CTSA para o ensino de Química na Educação Básica à luz da Investigação Temática? Para respondermos à questão de pesquisa delineada, delineamos como objetivo geral o de analisar contribuições da articulação entre a Educação Problematizadora e a Educação CTSA para o ensino de Química na Educação Básica à luz da Investigação Temática. Adotamos uma pesquisa do tipo participante de natureza qualitativa, que foi desenvolvida com estudantes da 2° série do ensino Médio de uma escola localizada na cidade de Surubim – Pernambuco. O percurso metodológico contemplou três fases articuladas: realização da Investigação Temática; produção de dados; e organização e análise dos dados. A realização da Investigação Temática considerou as seguintes etapas: estudo da realidade, análise das situações-limite; círculos de cultura; redução temática; e trabalho em sala de aula (planejado e desenvolvido a partir dos três momentos pedagógicos – problematização inicial, organização do conhecimento e aplicação do conhecimento). A perspectiva analítica foi a Análise Textual Discursiva (ATD). Este estudo ressalta três contribuições significativas da articulação entre a Educação Problematizadora e a Educação CTSA no ensino de Química na Educação Básica, sob a perspectiva da Investigação Temática: primeiro, o desenvolvimento do ensino de Química a partir do estudo da realidade; segundo, a promoção do ensino de Química como instrumento de análise crítica da realidade; e terceiro, a constituição do ensino de Química como ferramenta de transformação da realidade. Podemos destacar que a Investigação Temática se constituiu como um processo relevante quando se propõe efetivamente a trazer pressupostos da Educação Problematizadora de Freire e da Educação CTSA para o contexto escolar. Este estudo destaca a importância da integração entre o conhecimento científico e as dimensões sociais. Isso não apenas proporciona aos educandos uma compreensão mais ampla da realidade, mas pode conscientizar os educadores quanto à necessidade de incorporar questões orientadoras fundamentadas no estudo da realidade em todos os componentes curriculares, permitindo que os educandos tenham acesso a uma educação emancipatória, habilitando-os a tomar decisões informadas e desenvolver uma consciência crítica. Ao considerarmos as pesquisas futuras, à luz da Investigação Temática, o desenvolvimento da Alfabetização Científica por meio da articulação entre a Educação Problematizadora e a Educação CTSA pode se constituir em uma agenda para novas pesquisas.Submitted by (ana.araujo@ufrpe.br) on 2023-10-31T15:13:46Z No. of bitstreams: 1 Wilson Antonio da Silva.pdf: 2804187 bytes, checksum: 42efd061fed52b80f29eb71a2f239f67 (MD5)Made available in DSpace on 2023-10-31T15:13:47Z (GMT). No. of bitstreams: 1 Wilson Antonio da Silva.pdf: 2804187 bytes, checksum: 42efd061fed52b80f29eb71a2f239f67 (MD5) Previous issue date: 2023-08-25application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Ensino das CiênciasUFRPEBrasilDepartamento de EducaçãoEnsino de químicaEletroquímicaEnsino-aprendizagemAbordagem CTSACIENCIAS HUMANAS::EDUCACAOContribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temáticainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-6099596823942813476006006007124334461228751377-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALWilson Antonio da Silva.pdfWilson Antonio da Silva.pdfapplication/pdf2804187http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9441/2/Wilson+Antonio+da+Silva.pdf42efd061fed52b80f29eb71a2f239f67MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9441/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/94412023-10-31 12:13:47.345oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:38:16.679208Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false
dc.title.por.fl_str_mv Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
title Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
spellingShingle Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
SILVA, Wilson Antonio da
Ensino de química
Eletroquímica
Ensino-aprendizagem
Abordagem CTSA
CIENCIAS HUMANAS::EDUCACAO
title_short Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
title_full Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
title_fullStr Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
title_full_unstemmed Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
title_sort Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
author SILVA, Wilson Antonio da
author_facet SILVA, Wilson Antonio da
author_role author
dc.contributor.advisor1.fl_str_mv FIRME, Ruth do Nascimento
dc.contributor.referee1.fl_str_mv ARAÚJO, Monica Lopes Folena
dc.contributor.referee2.fl_str_mv OLIVEIRA, Gilvaneide Ferreira de
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3547900934671192
dc.contributor.author.fl_str_mv SILVA, Wilson Antonio da
contributor_str_mv FIRME, Ruth do Nascimento
ARAÚJO, Monica Lopes Folena
OLIVEIRA, Gilvaneide Ferreira de
dc.subject.por.fl_str_mv Ensino de química
Eletroquímica
Ensino-aprendizagem
Abordagem CTSA
topic Ensino de química
Eletroquímica
Ensino-aprendizagem
Abordagem CTSA
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This investigation is part of a set of reflections related to Science Teaching, more specifically Chemistry Teaching, based on Thematic Investigation in the perspective of Problem-posing Education by Paulo Freire and integrated to Science-Technology-Society-Environment Education (STSE). When Freire is articulated with the aspects of the STSE approach, what is sought is the participation of society by overcoming its silence, as pointed out by Auler (2002). Based on this context, we conducted this investigation based on the following problem: what are the contributions of the articulation between Problem-posing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Research? In order to answer the outlined research question, we outlined as a general objective to analyze contributions of the articulation between Problematizing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Investigation. We adopted a participatory research of a qualitative nature, which was developed with students from the 2nd grade of high school in a school located in the city of Surubim - Pernambuco. The methodological path included three articulated phases: carrying out the Thematic Investigation; data production; and data organization and analysis. Carrying out the Thematic Investigation considered the following steps: study of reality, analysis of extreme situations; culture circles; thematic reduction; and work in the classroom (planned and developed based on the three pedagogical moments – initial problematization, organization of knowledge and application of knowledge). The analytical perspective was Discursive Textual Analysis (DTA). This study highlights three significant contributions of the articulation between Problem-Based Education and STSE Education in the teaching of Chemistry in Basic Education, from the perspective of Thematic Research: first, the development of Chemistry teaching based on the study of reality; second, the promotion of Chemistry teaching as an instrument for critical analysis of reality; and third, the constitution of Chemistry teaching as a tool for transforming reality. We can highlight that Thematic Investigation was constituted as a relevant process when it effectively proposes to bring assumptions from Freire's Problematizing Education and STSE Education to the school context. This study highlights the importance of integration between scientific knowledge and social dimensions. This not only provides students with a broader understanding of reality, but can make educators aware of the need to incorporate guiding questions based on the study of reality in all curricular components, allowing students to have access to an emancipatory education, enabling them to to make informed decisions and develop critical awareness. When considering future research, in the light of Thematic Research, the development of Scientific Literacy through the articulation between Problem-Based Education and STSE Education can constitute an agenda for new research.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-10-31T15:13:47Z
dc.date.issued.fl_str_mv 2023-08-25
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv SILVA, Wilson Antonio da. Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática. 2023. 221 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.
dc.identifier.uri.fl_str_mv http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9441
identifier_str_mv SILVA, Wilson Antonio da. Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática. 2023. 221 f. Dissertação (Programa de Pós-Graduação em Ensino das Ciências) - Universidade Federal Rural de Pernambuco, Recife.
url http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9441
dc.language.iso.fl_str_mv por
language por
dc.relation.program.fl_str_mv -609959682394281347
dc.relation.confidence.fl_str_mv 600
600
600
dc.relation.department.fl_str_mv 7124334461228751377
dc.relation.cnpq.fl_str_mv -240345818910352367
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal Rural de Pernambuco
dc.publisher.program.fl_str_mv Programa de Pós-Graduação em Ensino das Ciências
dc.publisher.initials.fl_str_mv UFRPE
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Departamento de Educação
publisher.none.fl_str_mv Universidade Federal Rural de Pernambuco
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFRPE
instname:Universidade Federal Rural de Pernambuco (UFRPE)
instacron:UFRPE
instname_str Universidade Federal Rural de Pernambuco (UFRPE)
instacron_str UFRPE
institution UFRPE
reponame_str Biblioteca Digital de Teses e Dissertações da UFRPE
collection Biblioteca Digital de Teses e Dissertações da UFRPE
bitstream.url.fl_str_mv http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9441/2/Wilson+Antonio+da+Silva.pdf
http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/9441/1/license.txt
bitstream.checksum.fl_str_mv 42efd061fed52b80f29eb71a2f239f67
bd3efa91386c1718a7f26a329fdcb468
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)
repository.mail.fl_str_mv bdtd@ufrpe.br ||bdtd@ufrpe.br
_version_ 1810102276601151488