Investigative Science Teaching and Paulo Freire’s Pedagogy of Freedom: lens on the teachers’ views in the scenario of Youth and Adult Education
investigative science teaching, Freirean pedagogy, teachers’ perspectives
This thesis project aims to analyze, from the teachers’ perspective, possibilities, and limitations of Investigative Science Teaching (IST) to promote humanized scientific education for freedom in the scenario of Youth and Adult Education (YAE), based on the Paulo Freire’s Pedagogy of Freedom. The theoretical framework supporting the investigation starts from the characterization of YAE modality and proposes a theoretical articulation between aspects of science education and IST with principles of the Freire's pedagogy. The research will be developed with 13 (thirteen) science teachers acting in disciplines of Natural Sciences in the context of EJA. This group of teachers was selected from the application of a questionnaire. To access the perspectives of these teachers on IST approaches in science classes, at EJA, semi-structured interviews and workshops will be conducted. The constructed data will be analyzed from categories of the discourse analysis, as well as using categories arising from the theoretical framework that underlies the present study. This research advocates that IST approach inspired by the Freirian principles is a feasible way to promote a humanizing/liberating scientific education within the scope of EJA, from this, it is intended to analyze limits and potentialities of these didactic situations.