Contribuições da articulação entre a educação problematizadora de Paulo Freire e a educação CTSA para o ensino de Química à luz da investigação temática

Abstract

This investigation is part of a set of reflections related to Science Teaching, more specifically Chemistry Teaching, based on Thematic Investigation in the perspective of Problem-posing Education by Paulo Freire and integrated to Science-Technology-Society-Environment Education (STSE). When Freire is articulated with the aspects of the STSE approach, what is sought is the participation of society by overcoming its silence, as pointed out by Auler (2002). Based on this context, we conducted this investigation based on the following problem: what are the contributions of the articulation between Problem-posing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Research? In order to answer the outlined research question, we outlined as a general objective to analyze contributions of the articulation between Problematizing Education and STSE Education for the teaching of Chemistry in Basic Education in the light of Thematic Investigation. We adopted a participatory research of a qualitative nature, which was developed with students from the 2nd grade of high school in a school located in the city of Surubim - Pernambuco. The methodological path included three articulated phases: carrying out the Thematic Investigation; data production; and data organization and analysis. Carrying out the Thematic Investigation considered the following steps: study of reality, analysis of extreme situations; culture circles; thematic reduction; and work in the classroom (planned and developed based on the three pedagogical moments – initial problematization, organization of knowledge and application of knowledge). The analytical perspective was Discursive Textual Analysis (DTA). This study highlights three significant contributions of the articulation between Problem-Based Education and STSE Education in the teaching of Chemistry in Basic Education, from the perspective of Thematic Research: first, the development of Chemistry teaching based on the study of reality; second, the promotion of Chemistry teaching as an instrument for critical analysis of reality; and third, the constitution of Chemistry teaching as a tool for transforming reality. We can highlight that Thematic Investigation was constituted as a relevant process when it effectively proposes to bring assumptions from Freire's Problematizing Education and STSE Education to the school context. This study highlights the importance of integration between scientific knowledge and social dimensions. This not only provides students with a broader understanding of reality, but can make educators aware of the need to incorporate guiding questions based on the study of reality in all curricular components, allowing students to have access to an emancipatory education, enabling them to to make informed decisions and develop critical awareness. When considering future research, in the light of Thematic Research, the development of Scientific Literacy through the articulation between Problem-Based Education and STSE Education can constitute an agenda for new research.