Contribuições da pedagogia histórico-crítica para a compreensão da categoria problematização no ensino de química
Carregando...
Data
2022-12-15
Autores
Silva, Andressa Antunes da
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Proposta por Dermeval Saviani, a pedagogia histórico-crítica (PHC) é caracterizada por possuir suas bases fundamentadas no Materialismo histórico-dialético de Karl Marx, em conjunto com a Psicologia histórico-cultural de Lev Vygotsky. Tratando-se de uma pedagogia contra hegemônica e relativamente nova, seu arcabouço teórico carece de estudos voltados para a sua utilização no campo das ciências exatas, especificamente abordada nesse estudo, a química. Dada a urgência em que os educadores colocam a necessidade de transpor para o chão da sala de aula as teorias pedagógicas com as quais se identificam no modus operandi de sua práxis escolar, João Luiz Gasparin apresenta forte influência nas propostas de sequências didáticas, entre outros tipos de intervenções no contexto do Ensino Médio, nos autores que se propõem a realizar tais propostas para o ensino da química. Tal fato dá-se por ter sido João Luiz Gasparin o primeiro autor a tentar elaborar uma didática para a pedagogia histórico-crítica, para ser aplicada a teoria, na prática. Sendo atualmente já conhecidas as críticas envolvendo a obra de Gasparin e tendo em vista a tendência de aproximações frágeis da teoria pedagógica histórico-crítica que ocorrem nos escritos que se utilizam desse referencial, o presente estudo buscou sintetizar o entendimento da categoria problematização para a pedagogia histórico-crítica e compreender como ela é abordada nos trabalhos que utilizam a PHC no Ensino de Química (na Educação Básica de Nível Médio). Com isso, esperamos apontar possíveis distorções acerca da sua compreensão e contribuir para a área de pesquisa através do levantamento de novas evidências para um entendimento mais articulado com os fundamentos que orientam a problematização da prática social para a PHC. Ao final do trabalho, foi possível concluir que 75% dos escritos analisados utilizam a PHC de modo frágil, compreendendo a categoria problematização como um momento dissociado do todo, aparente na forma de pseudoproblemas, como definido por Dermeval Saviani; o que nos chama a atenção para uma predominância de apropriações indevidas que vem ocorrendo na área de Ensino de Química a respeito das bases da teoria pedagógica histórico-crítica e de seus fundamentos teórico-filosóficos.
Proposed by Dermeval Saviani, the historical-critical pedagogy (HCP) is characterized by having its foundations based on the historical-dialectical materialism of Karl Marx, together with the historical-cultural Psychology of Lev Vygotsky. Since it is a counter-hegemonic and relatively new pedagogy, its theoretical framework lacks studies aimed at its use in the field of exact sciences, specifically addressed in this study, chemistry. Given the urgency in which educators place the need to transfer to the classroom floor the pedagogical theories with which they identify in the modus operandi of their school praxis, João Luiz Gasparin has a strong influence on proposals for didactic sequences, among other types of interventions in the context of high school, in the authors who propose to carry out such proposals for the teaching of chemistry. This fact happens because João Luiz Gasparin was the first author to try to elaborate a didactics for the historical-critical pedagogy, to be applied the theory, in the practice. Since the criticisms involving Gasparin's work are already known and in view of the tendency of fragile approximations of the historical-critical pedagogical theory that occur in the writings that use this reference, the present study sought to synthesize the understanding of the problematization category for the historical-critical pedagogy and understand how it is approached in works that use HCP in Chemistry Teaching (in Basic Education of Medium Level). With this, we hope to point out possible distortions about its understanding and contribute to the research area by raising new evidence for a more articulated understanding with the foundations that guide the problematization of social practice for HCP. At the end of the work, it was possible to conclude that 75% of the analyzed writings use HCP in a fragile way, understanding the problematization category as a moment dissociated from the whole, apparent in the form of pseudoproblems, as defined by Dermeval Saviani; which draws our attention to a predominance of misappropriations that have been taking place in the area of Chemistry Teaching regarding the bases of the historical-critical pedagogical theory and its theoretical-philosophical foundations.
Proposed by Dermeval Saviani, the historical-critical pedagogy (HCP) is characterized by having its foundations based on the historical-dialectical materialism of Karl Marx, together with the historical-cultural Psychology of Lev Vygotsky. Since it is a counter-hegemonic and relatively new pedagogy, its theoretical framework lacks studies aimed at its use in the field of exact sciences, specifically addressed in this study, chemistry. Given the urgency in which educators place the need to transfer to the classroom floor the pedagogical theories with which they identify in the modus operandi of their school praxis, João Luiz Gasparin has a strong influence on proposals for didactic sequences, among other types of interventions in the context of high school, in the authors who propose to carry out such proposals for the teaching of chemistry. This fact happens because João Luiz Gasparin was the first author to try to elaborate a didactics for the historical-critical pedagogy, to be applied the theory, in the practice. Since the criticisms involving Gasparin's work are already known and in view of the tendency of fragile approximations of the historical-critical pedagogical theory that occur in the writings that use this reference, the present study sought to synthesize the understanding of the problematization category for the historical-critical pedagogy and understand how it is approached in works that use HCP in Chemistry Teaching (in Basic Education of Medium Level). With this, we hope to point out possible distortions about its understanding and contribute to the research area by raising new evidence for a more articulated understanding with the foundations that guide the problematization of social practice for HCP. At the end of the work, it was possible to conclude that 75% of the analyzed writings use HCP in a fragile way, understanding the problematization category as a moment dissociated from the whole, apparent in the form of pseudoproblems, as defined by Dermeval Saviani; which draws our attention to a predominance of misappropriations that have been taking place in the area of Chemistry Teaching regarding the bases of the historical-critical pedagogical theory and its theoretical-philosophical foundations.
Descrição
Palavras-chave
Pedagogia histórico-crítica, Problematização, Educação, Pedagogia crítica, Teoria crítica, Química (Ensino Médio), Química Formação de professores, Ensino de química