| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 236.85 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Na senda da proposta já há anos defendida de um “currículo-como-vida” (Sousa,
2012), que olha com desconfiança para a escola, quando esta funciona desligada da
realidade vivida e alienada dos verdadeiros problemas que afligem a humanida de, esta comunicação pretende sublinhar a necessidade de o Currículo colocar a
Ciência ao serviço da Vida, de forma consciente e teleológica, tendo como objetivo
primordial a realização de cada aluno como pessoa, sem no entanto perder de vista
as implicações no desenvolvimento e sustentabilidade da comunidade, da região,
do país e, ao fim e ao cabo, do planeta onde vive.
É esta consciência ecológica, enquanto visão de pertença a um Todo, meio na tural e social, que deverá estar presente no Currículo, no respeito pelo património
paisagístico e cultural, como fator da sua própria sobrevivência.
Do ponto de vista do “currículo-como-vida”, a literacia científica ultrapassa o
domínio dos conteúdos programáticos em si, desconectados, porque os coloca ao
serviço da resolução de problemas reais, aliando conhecimentos, atitudes e valores,
de uma forma integrada, com significado pessoal. Partindo da curiosidade natural,
o conhecimento (científico) do mundo envolve observação atenta, experimentação,
tentativas e erros, descobertas e partilhas, alicerçadas (sempre) em espírito crítico.
Quantas vezes os primeiros passos de literacia científica são abortados por falta de
tempo ou de paciência face às perguntas sobre o mundo feitas pelas crianças? São
questões como esta que a comunicação pretende levantar.
In the course of the proposal for years defended about a “curriculum-as-life” (Sousa, 2012), which looks suspiciously at the school, when it works disconnected from the lived reality and alienated from the real problems that afflict humani ty, this communication intends to underline the need for the Curriculum to place Science at the service of Life, consciously and teleologically, having as its primary objective the achievement of each student as a person, without losing sight of the implications for the development and sustainability of the community, the region, the country and, ultimately, of the planet where the student lives. It is this ecological awareness, as a vision of belonging to a Whole, the natural and social environment, that should be present in the Curriculum, respecting the landscape and cultural heritage, as a factor of his/her own survival. From the “curriculum-as-a-life” point of view, scientific literacy goes beyond the domain of program contents themselves, disconnected, because it puts them at the service of solving real problems, combining knowledge, attitudes and values in an integrated way, and with personal meaning. Starting from natural curiosity, (scien tific) knowledge of the world involves careful observation, experimentation, trial and error, discovery and sharing, (always) grounded in a critical spirit. How often are the first steps of scientific literacy aborted for lack of time or patience to answer children’s questions about the world? The communication intends to raise issues like this.
In the course of the proposal for years defended about a “curriculum-as-life” (Sousa, 2012), which looks suspiciously at the school, when it works disconnected from the lived reality and alienated from the real problems that afflict humani ty, this communication intends to underline the need for the Curriculum to place Science at the service of Life, consciously and teleologically, having as its primary objective the achievement of each student as a person, without losing sight of the implications for the development and sustainability of the community, the region, the country and, ultimately, of the planet where the student lives. It is this ecological awareness, as a vision of belonging to a Whole, the natural and social environment, that should be present in the Curriculum, respecting the landscape and cultural heritage, as a factor of his/her own survival. From the “curriculum-as-a-life” point of view, scientific literacy goes beyond the domain of program contents themselves, disconnected, because it puts them at the service of solving real problems, combining knowledge, attitudes and values in an integrated way, and with personal meaning. Starting from natural curiosity, (scien tific) knowledge of the world involves careful observation, experimentation, trial and error, discovery and sharing, (always) grounded in a critical spirit. How often are the first steps of scientific literacy aborted for lack of time or patience to answer children’s questions about the world? The communication intends to raise issues like this.
Description
Keywords
Literacia científica Currículo Ecologia Sustentabilidade ambiental Scientific literacy Curriculum Ecology Environmental sustainability . Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)