Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática
Autor(a) principal: | |
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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. |
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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 |
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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. |
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