Banca de DEFESA: WILSON ANTONIO DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : WILSON ANTONIO DA SILVA
DATE: 25/08/2023
TIME: 14:30
LOCAL: Universidade Federal Rural de Pernambuco
TITLE:

CONTRIBUTIONS OF THE ARTICULATION BETWEEN PAULO FREIRE’S PROBLEM-MAKING EDUCATION AND STSE EDUCATION FOR CHEMISTRY TEACHING IN THE LIGHT OF THEMATIC RESEARCH

KEY WORDS:

Science Education; Paulo Freire; STSE approach; Thematic Research.

PAGES: 221
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This investigation fits into a set of reflections related to Science Teaching, more specifically Chemistry Teaching, based on Thematic Investigation allied to Paulo Freire's Problem-posing Education, and integrated to the perspective of the Science-Technology-Society-Environment approach (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). In this view, there is a sense of demand for the democratization of decisions on generating themes involving Science-Technology, in addition to stimulating teaching that provides a critical view of the world to transform reality. Based on this context, we conducted this investigation based on the following problem: What are the contributions and limitations of applying a didactic sequence based on Freirean problematized education and on the STSE perspective for the development of students' critical thinking and their training for citizenship? To reach the contemplation of the problem, we adopted a participatory research of a qualitative nature, which was developed with students of the 2nd grade of high school, in the city of Surubim - Pernambuco. To obtain the generating theme, the dynamics of Thematic Investigation (FREIRE, 1978) were used, synthesized in the following steps: 1) Study of reality; 2) Analysis of extreme situations; 3) Culture circle; 4) Thematic Reduction and 5) Work in the Classroom. For the development of classes, with a view to understanding the Generating Theme, we used the dynamics of the Three Pedagogical Moments (3PM). The collected data were analyzed using the Discursive Textual Analysis (DTA) method. The categories in the present study emerged during the analysis process of the students' and community's speeches, as well as the concerns/problems addressed in the classroom. In short, the approach that unites thematic research, Freirean problematized education and the STSE perspective proved to be a valuable tool to promote a more meaningful, critical and contextualized education. The results obtained indicate that this approach has the potential to strengthen students' critical thinking, enable them to deal with complex issues and become aware citizens and engaged in social issues.

COMMITTEE MEMBERS:
Presidente - RUTH DO NASCIMENTO FIRME
Interna - MONICA LOPES FOLENA ARAUJO
Externa ao Programa - 1227411 - GILVANEIDE FERREIRA DE OLIVEIRA - UFRPE