Contribuições da horta escolar para uma educação problematizadora nos anos finais do ensino fundamental
Carregando...
Arquivos
Data
2019-02-12
Autores
Diniz, Franciane [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A partir de pressupostos de uma educação dialógica, problematizadora e libertadora, com base nas concepções de Paulo Freire, e, com o apoio de referenciais teóricos que fundamentam uma abordagem de ensino por meio do movimento Ciência, Tecnologia e Sociedade (CTS), este trabalho buscou investigar as potencialidades do uso da horta escolar como recurso para a abordagem de conteúdos relacionados a ciências. Foi elaborada uma sequência didática, utilizando a horta escolar, que foi desenvolvida com estudantes de uma turma de 8º ano, durante as aulas de Ciências. Todo o processo foi observado e registrado em diário de campo, de acordo com procedimentos da pesquisa qualitativa. Por meio do aporte teórico da Análise Textual Discursiva, os dados obtidos foram organizados em três categorias: elementos de problematização e de dialogicidade; elementos de humanização; percepções das relações Ciência Tecnologia e Sociedade CTS. Os resultados foram analisados com base nos referenciais teóricos do trabalho. Foi possível verificar que as atividades desenvolvidas, durante o processo, favoreceram a problematização de questões sociais, políticas, ambientais e econômicas e ofereceram elementos para o diálogo entre os estudantes, contribuindo para a compreensão de temas científicos relevantes. Diante dos desafios enfrentados pelo ensino de ciências, considera-se que a concepção freireana de educação, baseada na problematização, no diálogo e na reflexão oferece possibilidades para uma formação crítica do estudante, com relação aos conteúdos dessa disciplina.
Based on the presuppositions of a dialogic, problematizing and liberating education, based on Paulo Freire's conceptions, and with the support of theoretical references that base a teaching approach through the Science, Technology and Society (CTS) movement, this work sought to investigate the potential of using the school garden as a resource for the approach of contents related to science. A didactic sequence was elaborated, using the school vegetable garden, which was developed with students from an 8th grade class during Science classes. The entire process was observed and recorded in field diary, according to qualitative research procedures. Through the theoretical contribution of the Discursive Textual Analysis, the data obtained were organized into three categories: elements of problematization and dialogicity; elements of humanization; perceptions of relations Science Technology and Society CTS. The results were analyzed based on the theoretical references of the work. It was possible to verify that the activities developed, during the process, favored the problematization of social, political, environmental and economic issues and offered elements for the dialogue among the students, contributing to the understanding of relevant scientific topics. Faced with the challenges faced by science education, it is considered that the Freirean conception of education, based on problematization, dialogue and reflection offers possibilities for a critical formation of the student, in relation to the contents of this discipline.
Based on the presuppositions of a dialogic, problematizing and liberating education, based on Paulo Freire's conceptions, and with the support of theoretical references that base a teaching approach through the Science, Technology and Society (CTS) movement, this work sought to investigate the potential of using the school garden as a resource for the approach of contents related to science. A didactic sequence was elaborated, using the school vegetable garden, which was developed with students from an 8th grade class during Science classes. The entire process was observed and recorded in field diary, according to qualitative research procedures. Through the theoretical contribution of the Discursive Textual Analysis, the data obtained were organized into three categories: elements of problematization and dialogicity; elements of humanization; perceptions of relations Science Technology and Society CTS. The results were analyzed based on the theoretical references of the work. It was possible to verify that the activities developed, during the process, favored the problematization of social, political, environmental and economic issues and offered elements for the dialogue among the students, contributing to the understanding of relevant scientific topics. Faced with the challenges faced by science education, it is considered that the Freirean conception of education, based on problematization, dialogue and reflection offers possibilities for a critical formation of the student, in relation to the contents of this discipline.
Descrição
Palavras-chave
Horta escolar, Elementos da dialogicidade, Pedagogia problematizadora, Paulo Freire, Ciência tecnologia sociedade, Ensino de ciências