Navegando por Autor "Moura, Maria Eduarda Tavares de"

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A abordagem Ciência-Tecnologia-Sociedade (CTS) no ensino de Química na perspectiva freiriana: uma proposta de oficina temática a partir dos crimes ambientais de Mariana e Brumadinho
(2021-12-15) Moura, Maria Eduarda Tavares de; Firme, Ruth do Nascimento; http://lattes.cnpq.br/7234636790850019; http://lattes.cnpq.br/2424831962164468
Education is still, sometimes, developed by teaching and learning processes that de-mand from the student a passive attitude towards the acquired knowledge. In the con-text of overcoming this characteristic, the liberating education, defended by Paulo Freire, stands out, which places education as a practice for freedom, seeking political awareness. From Freire's perspective, this monographic work proposed an articulation with the Science-Technology-Society approach, considering that it has as its purpose the formation for citizenship and decision-making in the face of social problems related to scientific and technological activities One of the methodological possibilities for pro-moting this articulation is through Thematic Workshops. Thematic workshops can con-tribute to the learning of contextualized school content through the resolution of prob-lems about a certain theme. As for the theme worked in the thematic workshop, envi-ronmental crimes occurred in Mariana and Brumadinho were chosen. In this context, this research aimed to propose a thematic workshop with a Science-Technology-Soci-ety approach, from the Freirean perspective, involving environmental crimes that oc-curred in Mariana and Brumadinho for the teaching of Chemistry in high school. The proposal on screen was elaborated considering Delizoicov's three pedagogical mo-ments: initial problematization, knowledge organization and application of knowledge, approaching chemical contents such as: Substances, Mixtures, Mixture Separation Processes, Heavy Metals, Periodic Table, Concentration and Structure of the Matter. From the description of the thematic workshop with a Science-Technology-Society ap-proach, which presupposes a dialogic process between student and teacher, with the teacher being a mediator in the construction of knowledge and scientific knowledge built from the students' previous conceptions, in In agreement with the Freirean per-spective of education, it can be said that the theoretical and methodological path de-signed has potential for what is expected in the teaching of Chemistry, such as, for example, the development of a political awareness on the part of students.