Currículo em ação: perspectiva de configuração curricular articulando a abordagem temática freireana e a CTS na educação básica

Abstract

This research moves from concerns about how they focus on curriculum the perspectives connected to the Science-Technology-Society (STS) and to the Latin American Thinking in Science-Technology-Society focus in Science teaching, and together with the fact that sometimes the curriculum presents itself to teachers with previous defined determinations, decontextualized in their living world, without their participation in the elaboration, showing up a closed and normative curriculum, thereby making it difficult for students to overcome naive curiosity to a critical curiosity. Before long, the research aims to contribute in the school curriculum’s configuration from the articulation between the Freirean thematic approach and STS, having research problems: investigate how can the curricular configuration, from the mentioned approach, contribute together with teachers in the construction of lesson plans? In addition, from a sizing of these assumptions in school curriculum, how to foment social participation in Science-Technology (ST) decision processes, educating responsible and critical human beings, able to change/transform their lived world? Aiming forwarding signals to school curriculum construction structured in themes that bring real ST problematics, as well as, to highlight the challenges and possibilities associated to the development of a curricular configuration justified in the assumptions of the joint Freire – STS, which focus is the students’ reality. From the problematic and main objective, the research has been divided in problems and specific objectives, so, it is subdivided in six chapter, and each one corresponds to an article submitted or to be submitted independently. The first three chapters correspond to the bibliographic reviews, and their results have contributed with the theoretical contribution of this dissertation. Which has focus in the approach between Freire assumptions and STS references and develops an educational practice that uses Freirean Thematic Investigation to search for a generator theme, which addresses the “environmental and social impacts caused by the insertion of a Hydroelectric Plant”. The investigation is structured in five steps, being the first three developed by the researcher, consecutively remaining the fourth and fifth steps developed together with teachers and students in a school sited in a city in the northeast region of Rio Grande do Sul. Therefore, the fourth and fifth chapters/articles deal with the main scope of this research, the fourth and fifth steps of the thematic investigation of the Freirean perspective respectively, the fourth chapter/article presents results of a research that aims to provide contributions in the school curriculum configuration from the joint between Freirean thematic approach and STS. Thus, the lesson plans from the teacher(s) was the target of the analysis in this chapter/article. The fifth chapter/article we present the signalization of the fifth step of the thematic investigation about the effective work in classroom, using the plans made up in the last step by the participant teacher (s) and developed with the students of the 9º grade of elementary school. The last chapter/article is developed like an experience report, highlighting the main proposals of classroom practice, in order to develop students experience problems, problems in order to the teacher’s critical formation, helping decision making and contributing with the constitution of an ethical and democratic society, that, largely, are the common objectives to STS focus and Freirean assumptions. Thus, the elaboration of a curricular configuration, and all its reflection, involves aspects of the teaching-learning process, because the curriculum is elaborated to the viabilization of this process, involving teachers and students’ work. Starting from the comprehension that it is not possible do unlink the practice in classroom from the curricular elaboration.