Artigo de peri??dico
Educating the educators
Registro en:
1307-6892
9
13
10.5281/zenodo.3461956
0000-0001-6199-7877
Sem Percentil
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Autor
LEVY, DENISE
VILLAVICENCIO, ANNA L.C.H.
Resumen
In a rapid-changing world, science teachers face
considerable challenges. In addition to the basic curriculum, there
must be included several transversal themes, which demand creative
and innovative strategies to be arranged and integrated to traditional
disciplines. In Brazil, nuclear science is still a controversial theme,
and teachers themselves seem to be unaware of the issue, most often
perpetuating prejudice, errors and misconceptions. This article
presents the authors??? experience in the development of an
interdisciplinary pedagogical proposal to include nuclear science in
the basic curriculum, in a transversal and integrating way. The
methodology applied was based on the analysis of several normative
documents that define the requirements of essential learning,
competences and skills of basic education for all schools in Brazil.
The didactic materials and resources were developed according to the
best practices to improve learning processes privileging constructivist
educational techniques, with emphasis on active learning process,
collaborative learning and learning through research. The material
consists of an illustrated book for students, a book for teachers and a
manual with activities that can articulate nuclear science to different
disciplines: Portuguese, mathematics, science, art, English, history
and geography. The content counts on high scientific rigor and
articulate nuclear technology with topics of interest to society in the
most diverse spheres, such as food supply, public health, food safety
and foreign trade. Moreover, this pedagogical proposal takes
advantage of the potential value of digital technologies,
implementing QR codes that excite and challenge students of all
ages, improving interaction and engagement. The expected results
include the education of the educators for nuclear science
communication in a transversal and integrating way, demystifying
nuclear technology in a contextualized and significant approach. It is
expected that the interdisciplinary pedagogical proposal contributes
to improving attitudes towards knowledge construction, privileging
reconstructive questioning, fostering a culture of systematic curiosity
and encouraging critical thinking skills.