Banca de DEFESA: HOMERO GOMES DE ANDRADE

THE COMPLEXITY OF 'BEING' AND 'DOING': APPROACHES AND CHALLENGES FOR THE EFFECTIVENESS OF SCIENTIFIC EDUCATION IN INTEGRATED HIGH SCHOOL

Keywords: Science Education; Integrated High School; Complexity in Education; History of Science.

Science Education is constituted as an educational concept that intertwines Complex Thinking, the History of Science and Interdisciplinarity. Such intertwining, between theoretical conceptions, can result in an educational approach that has Scientific Education as its pillar. The research problem consists of: What are the structural challenges and the teaching approach strategies for the effectiveness of Scientific Education in Integrated Secondary Education (EMI), in the Informatics and Environment courses, at the IFBA/Campus Seabra? Thus, in order to meet the resolution of the research problem, we structure our actions from the general objective, which consists of analyzing challenges in the structuring of Integrated Secondary Education, based on Federal Decree 5.154 and the Pedagogical Course Projects (PPCs) of EMI , in the courses of Informatics and Environment, of the IFBA/Campus Seabra, and to present strategies of approaches for the effectiveness of the Scientific Education, in the EMI, and in order to compose an analytical route of the structuring of the EMI from the Federal Decree 5,154/2004 , Course Pedagogical Projects (PPC´s) and the challenges for the effectiveness of Scientific Education. From the theoretical references about complexity, we adopted the concepts of BEING and DOING (Morin, 2007) to support our methodology and to understand our research environment and the practices we develop within this environment. The methodological path we adopted consisted of document analysis relevant to the object of study, such as Federal Decree 5.154/2004, the PPCs of the courses and bibliographical review and associated with a qualitative approach, based on theoretical references, which deal with Complexity and its characterizations, the History of Science and its implications for society and Science Education as an educational practice that integrates referentially critical knowledge. In the field of Participatory Research, we adopted as a strategy the holding of extension courses, short courses at the National Week of Science and Technology and research projects with students and teachers in order to understand and interact with those involved in EMI. The results obtained are the combinatorial formulations between theoretical and practical conceptions, an in-depth analysis of Science Education for EMI and the formulation of a class model with the purpose of integrating Being and Doing in the complex practices of Science Education.