Almir Queiroz e as águas do Rio Cricaré: investigação temática freiriana no ensino de ciências à luz da abordagem CTSA
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Data
2025-03-28
Autores
Pereira, Lenise Queiroz
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Universidade Federal do Espírito Santo
Resumo
This study reflects on the teaching of Science in conjunction with the Science, Technology, Society and Environment (STSE) approach and the assumptions of Paulo Freire's Thematic Inquiry. The meeting point between these perspectives is the emphasis given to the active participation of society. In this context, we seek to understand how this proposal can contribute to the learning of students from riverside communities, where the relationship between students and the environment and local knowledge is part of their daily lives. The research had as its general objective to analyze the contributions of the implementation of a didactic sequence based on the STSE approach and Freire's thematic inquiry in the teaching of Science to students in the 5th grade of elementary school. This is a qualitative action research, carried out with 15 students from a public school located in a riverside community in the city of São Mateus-ES. The investigation followed the five stages of Freire's Thematic Inquiry: i) preliminary survey; ii) situational analysis; iii) decoding dialogues; iv) thematic reduction; and v) classroom work, considering the generating theme water. The teaching sequence was structured in five phases: i) water in nature; ii) distribution of water on Earth and water cycles; iii) water pollution; iv) water use and treatment; and v) relationships between forests and water, developed over 10 weeks. We planned the activities based on the Three Pedagogical Moments of Delizoicov, Angotti and Pernambuco (2002). For the production and analysis of data, we used questionnaires, logbook entries, students' written activities, audio recordings and photographs. We interpreted the results through a descriptive analysis considering three main criteria: i) students' prior knowledge; ii) contributions of the teaching sequence to learning; and iii) students' environmental positioning in light of the discussions and practices developed. The results suggested that students are in the process of becoming aware of the environmental issues involving the Cricaré River and their daily lives. Throughout the activities, students began to problematize the reality in which they live, articulating scientific knowledge with the social aspects of their community. Through dialogue, practices and reflections, the proposed activities favored significant learning, allowing students to relate the topics discussed to their experiences. This movement, still under construction, demonstrates that learning is not limited to the classroom, but is reflected in the way students begin to perceive and act in their own community. Furthermore, this study can inspire other educators to consider issues close to the students' experiences in their pedagogical practices.
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Comunidade ribeirinha , Pedagogia de Paulo Freire , Três momentos pedagógicos