Banca de DEFESA: IZADORA DOS SANTOS PIRES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : IZADORA DOS SANTOS PIRES
DATA : 14/12/2020
HORA: 14:00
LOCAL: https://conferenciaweb.rnp.br/webconf/helio-da-silva-messeder-neto
TÍTULO:

Science Education and Historical-Critical Pedagogy: What Educational Practices Reveal

PALAVRAS-CHAVES:

Historical-Critical Pedagogy; science teaching; pedagogical moments; praxis, content-form- student

PÁGINAS: 227
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
RESUMO:

The research topic of the present work is the Historical-Critical Pedagogy. This pedagogy, elaborated and proposed by Dermeval Saviani, was developed collaboratively based on Karl Marx's Historical-Dialectical Materialism. This study aims to provide greater clarity about how the fundamentals of Historical-Critical Pedagogy are currently used in educational activities aimed at Science Teaching. With this objective, this works utilizes a qualitative approach to education, being classified as an empirical research that uses secondary data as the corpus of its analysis. Thus, the data source used for the study consists of works published in the annals of national events in Science Education, events focusing specifically on Historical-Critical Pedagogy, other articles classified as A1, A2 and B1 within the qualis system, publications available in the database of the Coordination for Higher Education Staff Development and the Brazilian Digital Library of Theses and Dissertations. Through the analysis of the 62 works, three categories are proposed: a) the purpose and meaning of the contents in educational activities; b) engendered in the educational activity: the composition and disposition of the pedagogical resources anchored in the Historical-Critical Pedagogy; c) knowing the recipients: between exposures and deletions. Given these categories, we conclude that the content choices are influenced by the curricula, social practice, addressee, research modality, among others. As for the pedagogical resources used, we identified a variety thereof and discuss the ways in which they are used for teaching and testing. Additionally, it became clear that the addressees attending the lessons are described with quantitative, homogeneous and superficial characteristics. The use of Historical-Critical Pedagogy by teachers highlights a movement towards the transformation of the society, curriculum, pedagogical moments, and history itself. We emphasize that this pedagogy is still being continuously developed and, therefore, it is essential to highlight the current challenges it faces and advances so far achieved. Therefore, this dissertation constitutes an effort to contribute to the development of Historical-Critical Pedagogy, especially with regard to its use in didactic-pedagogical activities

MEMBROS DA BANCA:
Presidente - 2895880 - HELIO DA SILVA MESSEDER NETO
Interno - 282737 - EDILSON FORTUNA DE MORADILLO
Externo à Instituição - LUCAS ANDRÉ TEIXEIRA - UNESP