Agrotóxicos - toxidade versus custos: uma experiência na formação de professores com as questões sociocientíficas no ensino de ciências

In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of São Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university.Given this,we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information,exposition of the arguments involved, mustrelate content and curricula, but, all this,aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted in the training process, with their involvement in the discussions and practices with the ISS.

Possibilidades e limitações da prática do professor na experiência com a temática energia e desenvolvimento humano no ensino de ciências

Reflections on the Movement STSE, in basic education, have pointed to the introduction of discussions involving the socio-scientific issues, as a way of organization and development of forming processes in science classes. In this sense, the research that we developed sought to bring to physics classes of basic education, the discussions surrounding the relationship between science, technology, society and environment issues related to production and access to electricity and human development. In order to interpret formative aspects of this approach was achieved through a short course. Thus, we discuss in this paper, the discourse of students and a professor of physics who participated in this short course. Therefore, we seek in discourse analysis, reflection on this practice, which has limitations such as lack of recognition of this type of training status by the students as well as possibilities represented by the establishment of training spaces that contribute to the discussion of socio-scientific issues.

A narrativa transmídia como proposta metodologia para a educação de ensino médio: um modelo aplicado

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Educação, Estado e Poder: o ensino médio em debate na Revista Brasileira de Estudos Pedagógicos (1962-1972)

Pós-graduação em Educação - FFC

Ensino de arte: concepções subjacentes às práticas e sua contribuição no processo de emancipação humana

Pós-graduação em Educação - IBRC