Dissertação
A participação na construção do currículo: práticas educativas vinculadas ao movimento CTS
Fecha
2014-02-26Autor
Roso, Caetano Castro
Institución
Resumen
Educational repercussions of the Science-Technology-Society Movement (STS) have
grown and spread in the brazilian context, especially in the area of science
education. The genesis of these educational repercussions occurred in the Northern
Hemisphere, with the curricular field a prime focus. Was this geographical space that
concepts such as public participation in Science-Technology and STS curriculums
were developed, carrying the marks of this. The research problem was formulated:
how have been defined and structured curriculums marked by references linked to
educational repercussions of STS? In terms of detail of the research problem, three
objectives were undertaken: (i) identify which subjects have participated in defining
curriculums guidance STS; (ii) analyze referral data relating to curricular field in
educational practices STS; (iii) signal horizons for science education from the
perspective of curricular settings guided by the establishment of a culture of
participation. Journal articles related to science education, linked to the educational
repercussions of STS was seeking to understand how, in this framework, are being
constructed curriculums were analyzed. Was used the Textual Discourse Analysis as
a theoretical-methodological approach to the analysis. The framework used in the
survey was educational repercussions of STS movement, contributions of Paulo
Freire and propositions of the Latin American Thought in Science-Technology-
Society (LATSTS). The results were summarized in four categories: thematic
curriculums, teachers select themes to fulfill listings content, not the conduct of
research themes and focus of collaboration and interdisciplinary. Linked to these
categories, limitations signaling challenges for science education, among which
stands out were identified: possible emptying of Paulo Freire assumptions, the
evidence of methodological reductionism, i.e. the non-centrality of curricular
discussion and consumerism not questioned.