O processo do aprender crítico-reflexivo em ciências: um estudo em publicações da Revista Brasileira de Pesquisa em Educação em Ciências - RBPEC, 2015 - 2019

Abstract

It is expected that Science teachers (men/women) are not just transmitters of content, here understood only as collections of knowledge for a memorable and non-meaningful teaching, being extremely important to problematize all the variables that form teaching. It has been evidenced by many researchers (men/women) and student organizations and Education workers the concern with their academic formation and mastery of scientific contents, also taking into account the lack of approach of pedagogical resources in the training process and in the development of work at Schools. In this perspective, socio-environmental issues elaborated from the school reality and the communities that participate in it, can contribute a lot to changes in these aspects. Dealing with the socio-environmental dimension has proved to be very challenging, as critical-reflective thinking has been fought by dominant sectors, particularly in politics (particularly Laws and Public Policies) and in the economy, in our society. In order, to learn a little, about this process, in this dissertation we aimed to raise and analyze themes, methodology and experiences in Science Teaching through the STS - (Science, Technology & Society) and ESTS - (Environment, Science, Technology & Society) approach. This study was based on research published in Study area magazine - the Brazilian Journal of Research in Education in Science - RBPEC, in the period from 2015 to 2019. From the results, it was observed the broad interest of educators in developing research, investigations and experiences with a focus on education, which promote a true transformation in the lives of the students (boys/girls), making it clear that this is a rich field to be further explored. On the other hand, there are also difficulties and anguish to plan and develop projects and lesson plans that communicate this message. It is expected that this work will join others on this research field, strengthening the mobilization of sharing proposals and ideas, being the inspiration for the school practices development that are articulating in the processes of reframing knowledge and in the production of teaching autonomy, students and the school community.