Rural Science Education: a Curriculum Proposal for Field-Based Teacher Training Programs
In this paper, we discuss theoretical and methodological frameworks that can provide a basis for conceptualizing scientific education for rural education teacher preparation programs. Supported by Bakhtin's philosophy of language, the study will begin with a brief historical overview of science...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC) |
| Repositório: | Revista Brasileira de Pesquisa em Educação em Ciências (Online) |
| Idioma: | português |
| OAI Identifier: | oai:periodicos.ufmg.br:article/29403 |
| Acesso em linha: | https://periodicos.ufmg.br/index.php/rbpec/article/view/29403 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Scientific Education Rural Education Bakhtinian Analysis Curriculum Teacher Training Educação Científica Educação do Campo Análise Bakhtiniana Currículo Formação Docente |
| Resumo: | In this paper, we discuss theoretical and methodological frameworks that can provide a basis for conceptualizing scientific education for rural education teacher preparation programs. Supported by Bakhtin's philosophy of language, the study will begin with a brief historical overview of science education and rural education in the Brazilian context, followed by a qualitative comprehension of how these areas developed and what were their influences throughout history. Next, we present a literature review of articles on science education focused on rural education. From this review and from the historical understanding of these fields of knowledge, we chose the critical perspective as a common link among researchers in rural education and some researchers in science education. Based on critical rationality, we used the critical intellectual model (Contreras, 2012) to outline the training of a science teacher in the scope of rural education. Finally, we designed a curriculum proposal based on the critical aspects of the curricular perspective (Silva, 2017) that brings Paulo Freire's ideas closer to the STS approach. We concluded our proposal with Boaventura de Sousa Santos’s and Hugh Lacey’s approaches, which contribute to review the concept of science to be incorporated into rural scientific education in teacher training programs. |
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