TWO PEDAGOGICAL THEORIES IN SCIENCE TEACHING, FOCUS ON SCIENCE, TECHNOLOGY AND SOCIETY (CTS) AND CRITICAL HISTORICAL PEDAGOGY (PHC), A CRITICAL ANALYSIS FROM DIALETIC MATERIALISM. What are the contradictions and possibilities of overcoming synthesis?
Historical-dialectical materialism, PHC and CTS
The present research intends to carry out a practical theoretical dialogue with the educational lines Science, Technology and Society (CTS) and Crítical Historical Pedagogy (PHC), from a materialistic dialectical perspective. The proposed dialogue will establish the points of departure and the meeting points of these two theoretical currents in education in sciences, with a view to constructing a route of intervention in the classroom that allows their interaction. This proposal will be tested in the subject "The professor and the teaching of chemistry" QUI A43. 2018.2 in the afternoon and evening classes. Our thesis is based on the paradigm of crítical theory (critico-dialectic) and is qualitative in nature. For the accomplishment of our objectives, we will use as methodológical procedures the semi-structured interview (individual and in focus group) and documentary analysis (student work and questionnaires). This thesis we consider important because it tries to dialogue two educational approaches that being complementary march without strong bridges of communication. At the present time it is a necessity to engage with the more general social problems through local educational practices. Reflecting on science is also reflecting on social inequality and reflecting on social inequality is also reflecting on science.