Linking liberating pedagogy, critical STSE education and SSI-based education for sociopolitical and socioenvironmental actions
This article shows some links between two approaches to science education: Science-Technology-Society-Environment (STSE) education and the socioscientific issues (SSI)-based education with the proposal of a liberating and problematizing education by Paulo Freire. For analysis and discussions, we ado...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Alexandria (Florianópolis) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/93732 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/alexandria/article/view/93732 |
| Access Level: | acceso abierto |
| Palabra clave: | Ensino de ciências Formação crítica Pedagogia freiriana Temas controversos Science education Critical training Freirean pedagogy Controversial topics |
| Sumario: | This article shows some links between two approaches to science education: Science-Technology-Society-Environment (STSE) education and the socioscientific issues (SSI)-based education with the proposal of a liberating and problematizing education by Paulo Freire. For analysis and discussions, we adopted Freire's concepts of human ontology, problematization and authentic praxis, in order to understand these approaches. We noticed that the analyzed lines incorporate an ontological conception of the human being compatible with the human ontology adopted by Freire, and take reality as a starting point for the educational action. Besides, one of the founding principles of a critical education is in the ethical-moral and emotional development of the students in these analyzed perspectives. In addition, they take problematization as a means of analyzing and investigating reality, incorporating, in some way, the principle of reflection-action (authentic praxis). Therefore, the approaches discussed here enable an integrated approach to science education curricula based on critical education. |
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