Parameters of Criticality and Complexity in Proposed Face-to-face and Remote Socio-Environmental Classes
Teaching science at school using strictly traditional methods does not provide relations between different kinds of knowledge nor favor the current conditions imposed by the pandemic. In this scenario, it seems essential to look at approaches based on precepts of a more critical and complex knowledg...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| Repositorio: | Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/33276 |
| Acceso en línea: | https://periodicos.ufmg.br/index.php/rbpec/article/view/33276 |
| Access Level: | acceso abierto |
| Palabra clave: | Criticality Complexity Science Teaching Paulo Freire Criticidade Complexidade Ensino de Ciências |
| Sumario: | Teaching science at school using strictly traditional methods does not provide relations between different kinds of knowledge nor favor the current conditions imposed by the pandemic. In this scenario, it seems essential to look at approaches based on precepts of a more critical and complex knowledge. In this regard, this article analyzes the experience with two proposals for public school classes, both for face-to-face and remote contexts. Our goal is to analyze the process of both experiences, in order to indicate parameters that may contribute to an education closer to students’ reality. Discursive Textual Analysis is used to study the ideas present in the productions and notes from the Teacher's Diary. From the results, it is possible to highlight that the proposition of a set of more critical and complex classes may be feasible (i) to establish bonds with students’ reality and to promote the subjects' engagement and autonomy outside of school (in the remote modality, the critical use of virtual resources; when face-to-face, approaching the community); (ii) to consider socioeconomic contexts and school concepts based on more open and dynamic approaches. |
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