Epistemologia de Paulo Freire e Edgar Morin como suporte para construção de uma proposta CTSA

Epistemology of Paulo Freire and Edgar Morin as a support for the construction of a STSE proposal

Abstract Authors Available Metrics References How to Cite

Abstract (pt)

O desenvolvimento cognitivo dos estudantes e a maneira de refletir sobre o ambiente escolar vivenciado por estudantes e professores representam aspectos importantes das concepções educacionais de Paulo Freire e Edgar Morin. Tais concepções convergem com as orientações Ciência, Tecnologia, Sociedade e Ambiente (CTSA), pois configuram o entendimento de mundo como espaço da existência humana, oportunizando a aproximação entre temas pertencentes ao cotidiano dos estudantes e o entorno das escolas, uma vez que o mundo problematizado no ambiente da sala de aula é o mesmo do seu contexto mais imediato. Considerando os pressupostos epistemológicos de Freire e Morin, este trabalho discute os indicadores socioeconômicos e da estrutura escolar que podem servir como suporte para a construção de uma proposta com orientação CTSA. A pesquisa é do tipo quati-qualitativa, e a coleta dos dados foi realizada na turma de Licenciatura em Química do Instituto Federal de Educação, Ciência e Tecnologia do Maranhão – IFMA/Campus Codó, utilizando questionários no formato da escala Likert, partindo do reconhecimento dos aspectos da instituição, passando pelo professor e pela conjuntura familiar até alcançar o estudante. Os resultados demonstram que o gerenciamento da instituição já sinaliza para a superação de um paradigma estagnado, típico do cenário escolar brasileiro do século XX e que os fatores relativos ao desempenho dos estudantes na escola estão relacionados com o que acontece fora dela, como a sua situação socioeconômica. Assim, o conhecimento dos indicadores socioeconômicos e da estrutura escolar são fatores que justificam a implementação de uma proposta de ensino com o viés CTSA, tanto para a melhoria do processo de ensino e aprendizagem, quanto para formação de um cidadão capaz de se posicionar de forma crítica, reflexiva e argumentativa diante das situações vivenciadas no dia a dia da sociedade.

Abstract (en)

The cognitive development of students and the way to reflect on the school environment experienced by students and teachers represent important aspects of Paulo Freire and Edgar Morin's educational concepts. These conceptions converge with the Science, Technology, Society and Environment (STSE) orientations, as they configure the understanding of the world as a space of human existence, providing opportunities for the approximation between themes belonging to the daily lives of students and the surroundings of schools, since the world problematized in the classroom environment is the same in its most immediate context. Considering the epistemological presuppositions of Freire and Morin, this work discusses the socioeconomic and school structure indicators that can serve as support for the construction of a proposal with STSE orientation. The research is of a qualitative type and data collection was carried out in the Chemistry Degree class at XXXX, using questionnaires in the Likert scale, starting from the recognition of aspects of the institution, passing through the teacher and family situation until reaching the student. The results demonstrate that the institution's management already signals the overcoming of a stagnant paradigm, typical of the Brazilian school scenario in the 20th century and that the factors related to student performance in school are related to what happens outside it, as their socioeconomic situation. Thus, knowledge of socioeconomic indicators and school structure are factors that justify the implementation of a teaching proposal with STSE bias, both for the improvement of the teaching and learning process, and for the formation of a citizen capable of taking a critical, reflective, and argumentative position in face of the situations experienced in the daily lives of society.

Abstract (es)

The cognitive development of students and the way of reflecting on the school environment experienced by students and teachers represent important aspects of Paulo Freire and Edgar Morin's educational concepts. These conceptions converge with Science, Technology, Society, and Environment (STSE) orientations as they configure the understanding of the world as a space of human existence, providing opportunities for the approximation between themes belonging to the student's daily lives and the surroundings of schools since the world problematized in the classroom environment is the same in its most immediate context. Considering the epistemological presuppositions of Freire and Morin, this work discusses the socioeconomic and school structure indicators that can support the construction of a proposal with STSE orientation. The research quanti-qualitative type and data collection arose from a Chemistry Degree class at the Federal Institute of Education, Science and Technology of Maranhão – IFMA/Campus Codó, using questionnaires in Likert scale, starting from the recognition of aspects of the institution, passing through the teacher and family situation until reaching the student. Results demonstrate that the institution's management already signals the overcoming of a stagnant paradigm, typical of the Brazilian school scenario in the 20th century, and the factors related to student performance in school are related to what happens outside it, such as their socioeconomic situation. Thus, knowledge of socioeconomic indicators and school structure are factors that justify the implementation of a teaching proposal with STSE bias, both for the improvement of the teaching and learning processes and for the education of a citizen capable of taking a critical, reflective, and argumentative position facing situations experienced in the daily lives of society.