THEMATIC INVESTIGATION AS CURRICULAR DYNAMICS: DEVELOPING THE PROPOSAL IN THE CLASSROOM

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Guilherme Schwan, Rosemar Ayres dos Santos
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Abstract

This is a qualitative study, based on the theoretical perspective by Paulo Freire and the assumptions of the Science-Technology-Society (STS) approach and the Latin American Thought in Science, Technology and Society (LAT-STS), considering the perspective of the social context of students as a starting point for their learning. From this perspective, we investigate how a curricular configuration based on Freirean assumptions and CTS/PLACTS productions may contribute to the knowledge building by students in the school environment from an effective work in the classroom. The objective of this investigation is to get a better contextualize the knowledge, involving students in order to promote their critical positioning and the creation of a more democratic society, in which students can express themselves in view of the advances in Science-Technology (ST), regarding issues that imply changes in their world. Thus, we addressed the theme of the implementation and operation of a Hydroelectric Power Plant. Therefore, we investigated an effective classroom practice, which involved teachers of Science and Geography and 9th-grade students from a municipal public school in the same location as the power plant. The corpus for analysis consists of journals kept by the students and the researcher used during practice. Methodologically, we adopt the Discursive Textual Analysis. The results are presented in three categories: Resignifying knowledge through 'demystification'; The critical social-environmental development of students in relation to the theme: from limit situations to untested feasibility; Learning assessment: the understanding and lines of thought from the perspective of students. Hence, connecting the critical-reflective classroom practice to curricular development.
主题调查作为课程动力:在课堂上发展建议
这是一项定性研究,基于保罗·弗莱雷的理论视角和科学-技术-社会(STS)方法和拉丁美洲科学、技术和社会思想(lats -STS)的假设,考虑学生的社会背景视角作为他们学习的起点。从这个角度来看,我们研究了基于Freirean假设和CTS/PLACTS产品的课程配置如何有助于学生在学校环境中通过有效的课堂工作来建立知识。这项调查的目的是获得更好的背景知识,让学生参与进来,以促进他们的批判定位和创建一个更民主的社会,在这个社会中,学生可以根据科学技术(ST)的进步来表达自己,关于暗示他们世界变化的问题。因此,我们讨论了水力发电厂的实施和运行的主题。因此,我们调查了一个有效的课堂实践,涉及科学和地理教师和来自发电厂同一地点的一所市政公立学校的九年级学生。用于分析的语料库由学生和研究人员在实践中使用的日志组成。在方法论上,我们采用话语语篇分析。结果分为三类:通过“去神秘化”重新定义知识;学生与主题相关的批判性社会环境发展:从极限情境到未经检验的可行性学习评价:从学生的角度对学习的理解和思路。因此,将批判性反思的课堂实践与课程发展联系起来。
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来源期刊
CiteScore
0.90
自引率
10.00%
发文量
0
审稿时长
24 weeks
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