O uso da abordagem CTSA para o ensino de energia tendo o desenvolvimento sustentável como eixo temático

In recent decades, humanity has become increasingly concerned with environmental problems. Proofs of this are increasing initiatives in civil society organizations, private institutions and government actions, either local, state or national actions to promote environmental protection. The goal of this research is to contribute to the formation of citizens more aware of their responsibilities to sustainable development issues, simultaneously to their learning of physics in the secondary school. Thus, we have designed a research project that aims to evaluate the effectiveness of the adoption of the concept of sustainable development as a central theme in physics classes in high school. From this goal, we designed, implemented and evaluate lesson plans that aim not only to construct and apply the concept of energy, but also to understand their transformations and conservation law, as well as their processes of production, distribution and consume in the context of physical laws in which it is involved. Then, it was deliberately provided to students, during classes, to read, interpret and produce texts, by this way being able to think and start to have a critical view of the world around him, as well as absorb the energy concept and understand his occurrence in phenomena of nature and in technologies. The approach used for this was that constraining science, technology, society and environment - STSE. This teaching methodology has been applied in the IFRN Ipanguaçu campus, for students of two classes of first year of high school integrated course in agroecology and in technical computing. The survey results show the effectiveness of both methods with respect to the viewpoints of students in relation to the guidelines of sustainable development and the learning of physics content proposed. It is hoped with this dissertation to contribute to the formation of future men and women as citizens environmentally friendly, but also as a source of inspiration for teachers who wish to foster in its students such a critical position about civic education, from their classes

A geografia no currículo do ensino médio e no vestibular da UFRN: 2001-2007

This work examines the results of the selecting process to enter Universidade Federal do Rio Grande do Norte called Vestibular, in 2001, 2003, 2005 and 2007, in relation to the necessary knowledge presented by the candidates in the Geography area. It observes the contents in the discursive exams and its corresponding results discussing them from the official curriculum of the Secondary School, as it is stated in the official documents of Ministério da Educação(MEC): Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), Orientações Curriculares Nacionais para o Ensino Médio (OCNEM) e Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+ do Ensino Médio). We aim to highlight what are the contents and background of the Geography curriculum according to the orientations of the official curriculum; discuss in what measure these contents are present in the questions and in the correct answers of the candidates as well as reflect upon what possibly is suggested by those results concerning the knowledge presented in the answers. In this investigation process, the history of the teaching in Brazil is taken up together with the statistical data about the Fundamental School and about Higher Education in the last years. Both map the scenario in which this research takes place as well as make knowledgeable some variables such as: cultural, economical, political and social structures. The discussion takes place between the curriculum and the teaching, Geography teaching and Secondary School in Brazil articulating these variables with the question of accessibility to Higher Education through the Vestibular . Despite the limitations of this research in terms of methodology and deepening of analysis, the results led us to important observations which can contribute to the understanding of that the students´ performance in the Geography examination has several outspreads. These must be thought with scientific exactness in order to avoid any rushed and careless explanations leading to conclusions that may have serious consequences for the teaching systems and the students