Publicação
Articulating Freire-STS: developing a proposal on water
| Resumo: | This study aims to present reflections on a strategy to define and articulate themes to school curricula,through teaching proposals focusing on a Freire-STS perspective. The strategy, initially defined by Strieder (2008), involved three stages. The first stage, in which the theme was chosen, defined that a major focus should be attributed to the teacher’s/researcher’s knowledge and perceptions concerning the reality surrounding the school. The second stage, in which goals established, involved the conduction of a teaching intervention aiming to identify the students’ conceptions and the community’s perceptions on the theme defined in stage one. Stage three, focusing on thematic linking, involved the analysis of six 9th grade (of Fundamental Education) Science textbooks, as well as the National Curricular Parameters (PCN), in order to assess perspectives on the theme and to identify curricular areas for its inclusion. In short, the strategy used, following a Freire-STS combination, proved to be effective for the development of a teaching proposal concerning the ‘Water’ theme, which will be presented at the end of this paper. |
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| Autores principais: | Silva, Raimunda Leila José da |
| Outros Autores: | Strieder, Roseline Beatriz |
| Assunto: | Ensino de Ciências Articulação Freire- CTS Ensino Fundamental Science education Articulation Freire- CTS Elementary School |
| Ano: | 2016 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | This study aims to present reflections on a strategy to define and articulate themes to school curricula,through teaching proposals focusing on a Freire-STS perspective. The strategy, initially defined by Strieder (2008), involved three stages. The first stage, in which the theme was chosen, defined that a major focus should be attributed to the teacher’s/researcher’s knowledge and perceptions concerning the reality surrounding the school. The second stage, in which goals established, involved the conduction of a teaching intervention aiming to identify the students’ conceptions and the community’s perceptions on the theme defined in stage one. Stage three, focusing on thematic linking, involved the analysis of six 9th grade (of Fundamental Education) Science textbooks, as well as the National Curricular Parameters (PCN), in order to assess perspectives on the theme and to identify curricular areas for its inclusion. In short, the strategy used, following a Freire-STS combination, proved to be effective for the development of a teaching proposal concerning the ‘Water’ theme, which will be presented at the end of this paper. |
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