Um levantamento bibliográfico sobre a abordagem do cotidiano na prática social em pesquisas em Educação Química que adotam a Pedagogia Histórico-Crítica
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Data
2022-01-21
Autores
Sampaio, Ana Carolina Silva
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Universidade Estadual Paulista (Unesp)
Resumo
As orientações curriculares brasileiras se empenham em defender a formação do cidadão crítico e o exercício da cidadania adaptados ao modelo de sociedade vigente. Esse ponto de vista desconsidera os condicionantes sociais e a influência no modo como os indivíduos interagem com o conhecimento científico e químico. Atualmente, é observado o negacionismo científico que permeia a sociedade, reforçando fortemente concepções baseadas e estabelecidas pelas relações cotidianas e reduzindo a importância da ciência. Contrária a essas proposições, a Pedagogia Histórico-Crítica, formulada na década de 1980 por Dermeval Saviani e fundamentada no marxismo e no materialismo histórico-dialético, questiona as informações hegemônicas e o modelo de sociedade instituído, buscando a transformação social. O entendimento, nesse sentido, da abordagem do cotidiano na prática social na Educação Química é importante para o alinhamento dos significados destes termos conforme o seu referencial teórico. Não são todas as pesquisas que adotam a Pedagogia Histórico-Crítica como referencial teórico que entendem o cotidiano de um modo alinhado com os pressupostos dessa teoria pedagógica. Dentro desse contexto, o objetivo geral deste trabalho é compreender como se dá a abordagem do cotidiano na prática social nas pesquisas em Educação Química que adotam a Pedagogia Histórico-Crítica. Para esse fim, foi realizado um levantamento bibliográfico de teses e dissertações na área de Educação Química que adotam a Pedagogia Histórico-Crítica, que resultou em 14 trabalhos. O referencial teórico para análise inclui autores como Dermeval Saviani e Newton Duarte. Nos resultados e discussões são trazidas as análises dos dados coletados por meio de tais abordagens:1) Redução da prática social à cotidianidade imediata; 2) Cotidiano imediato como ponto de partida e alcance à prática social; e 3) Cotidiano incorporado na prática social e superação em sua forma imediata. Estas abordagens foram elencadas e descritas a partir de suas problemáticas e perspectivas de acordo com esta teoria pedagógica. Este trabalho contribui para entender a concepção de cotidiano, atualizar o levantamento bibliográfico sobre o tema e contribuir para o desenvolvimento teórico da área. Concluímos como resultado da pesquisa que: os pesquisadores valorizam o cotidiano como um fator importante no processo de ensino e que relação entre cotidiano e não cotidiano, prática cotidiana e prática social é tomada frequentemente como de oposição, o que faz com se perca a dialética de constantes mudanças entre cotidiano e não cotidiano. Além disso, os autores, por vezes, se contradizem e entendem o cotidiano como ponto de partida do ensino. Evidenciamos também a importância de assumir que a prática social não se resume ao indivíduo em sua prática cotidiana, mas se relaciona à totalidade histórica e social, que também reflete na realidade do sujeito.
The Brazilian curriculum guidelines strive to defend the formation of critical citizens and the exercise of citizenship adapted to the current model of society. This point of view disregards social conditions and the influence on the way individuals interact with scientific and chemical knowledge. Currently, the scientific denialism that permeates society is observed, strongly reinforcing concepts based and established by everyday relationships and reducing the importance of science. Contrary to these propositions, Historical-Critical Pedagogy, formulated in the 1980s by Dermeval Saviani and based on Marxism and historical-dialectical materialism, questions hegemonic information and the established model of society, seeking social transformation. Understanding, in this sense, the approach to everyday life in social practice in Chemical Education is important for the alignment of the meanings of these terms according to their theoretical framework. Not all studies that adopt Historical-Critical Pedagogy as a theoretical framework understand everyday life in a way that is in line with the assumptions of this pedagogical theory. Within this context, the general objective of this work is to understand how the approach of everyday life in social practice takes place in research in Chemical Education that adopt Historical-Critical Pedagogy. For this purpose, a bibliographic survey of theses and dissertations in the area of Chemical Education that adopt the Historical-Critical Pedagogy was carried out, which resulted in 143 works. The theoretical framework for analysis includes authors such as Dermeval Saviani and Newton Duarte. In the results and discussions, the analyzes of the data collected through such approaches are brought into categories: 1) Reduction of social practice to immediate daily life; 2) Immediate daily life as a starting point and scope for social practice; and 3) Daily life incorporated in social practice and overcoming in its immediate form. These approaches were listed and described from their problems and perspectives according to this pedagogical theory.This work contributes to understanding the conception of everyday life, updating the bibliographic survey on the subject and contributing to the theoretical development of the area. We conclude as result of the research that: researchers value everyday life as an important factor in the teaching process and that the relationship between everyday and non-everyday, everyday practice and social practice is often taken as opposites, which makes the dialectic of constant changes between everyday and non-everyday. In addition, the authors sometimes contradict themselves and understand everyday life as a starting point for teaching. We also highlighted the importance of assuming that social practice is not limited to the individual in his daily practice, but is related to the historical and social totality, which also reflects on the subject's reality.
The Brazilian curriculum guidelines strive to defend the formation of critical citizens and the exercise of citizenship adapted to the current model of society. This point of view disregards social conditions and the influence on the way individuals interact with scientific and chemical knowledge. Currently, the scientific denialism that permeates society is observed, strongly reinforcing concepts based and established by everyday relationships and reducing the importance of science. Contrary to these propositions, Historical-Critical Pedagogy, formulated in the 1980s by Dermeval Saviani and based on Marxism and historical-dialectical materialism, questions hegemonic information and the established model of society, seeking social transformation. Understanding, in this sense, the approach to everyday life in social practice in Chemical Education is important for the alignment of the meanings of these terms according to their theoretical framework. Not all studies that adopt Historical-Critical Pedagogy as a theoretical framework understand everyday life in a way that is in line with the assumptions of this pedagogical theory. Within this context, the general objective of this work is to understand how the approach of everyday life in social practice takes place in research in Chemical Education that adopt Historical-Critical Pedagogy. For this purpose, a bibliographic survey of theses and dissertations in the area of Chemical Education that adopt the Historical-Critical Pedagogy was carried out, which resulted in 143 works. The theoretical framework for analysis includes authors such as Dermeval Saviani and Newton Duarte. In the results and discussions, the analyzes of the data collected through such approaches are brought into categories: 1) Reduction of social practice to immediate daily life; 2) Immediate daily life as a starting point and scope for social practice; and 3) Daily life incorporated in social practice and overcoming in its immediate form. These approaches were listed and described from their problems and perspectives according to this pedagogical theory.This work contributes to understanding the conception of everyday life, updating the bibliographic survey on the subject and contributing to the theoretical development of the area. We conclude as result of the research that: researchers value everyday life as an important factor in the teaching process and that the relationship between everyday and non-everyday, everyday practice and social practice is often taken as opposites, which makes the dialectic of constant changes between everyday and non-everyday. In addition, the authors sometimes contradict themselves and understand everyday life as a starting point for teaching. We also highlighted the importance of assuming that social practice is not limited to the individual in his daily practice, but is related to the historical and social totality, which also reflects on the subject's reality.
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Palavras-chave
Cotidiano, Prática social, Pedagogia Histórico-Crítica