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Currículo de Ciências – para uma (educ)ação transformadora em comunidade
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Orientador(es)
Resumo(s)
A tríade conhecimento, poder e liberdade continua a fazer sentido, especial mente num contexto pandémico onde a compreensão dos factos científicos se re vela fulcral. Freire recorda-nos que é importante “ensinar o aluno a ler o mundo”
para que possa atuar transformando o meio que o envolve. Neste sentido, o ensino
das ciências, partindo do currículo projetado, deve potenciar a criação de práticas
pedagógicas inovadoras onde o aluno se coloque no centro do processo de aprendi zagem. Por esta razão é importante a implementação do Ensino Experimental das
Ciências, desde muito cedo, nomeadamente, no 1.º Ciclo do Ensino Básico, para
que os alunos sejam incentivados a explicar o meio envolvente através de factos
científicos.
É nosso propósito pensar as questões emergentes na Unidade Curricular Ensino
Experimental das Ciências enquanto parte integrante do Mestrado em Educação
Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, a partir das contribuições de
Paulo Freire, com impacto na Prática Pedagógica.
The triad of knowledge, power and freedom continues to make sense, especially in a pandemic context, where the understanding of scientific facts is crucial. Freire reminds us that it is important to “teach the student how to read the world” so that he can act by transforming the environment that surrounds him. In this sense, science teaching based on the projected curriculum, should foster the creation of innovative pedagogical practices where the student places himself at the center of the learning process. For this reason, it is important to implement Experimental Science Teaching, from the 1st Cycle of Basic Education, so that students are encouraged to explain the environment through scientific facts. It is our purpose to think about the issues emerging in the Curricular Unit Experimental Teaching of Sciences as an integral part of the Master in Pre-School Edu cation and Teaching of the 1st Cycle of Basic Education, based on the contributions of Paulo Freire.
The triad of knowledge, power and freedom continues to make sense, especially in a pandemic context, where the understanding of scientific facts is crucial. Freire reminds us that it is important to “teach the student how to read the world” so that he can act by transforming the environment that surrounds him. In this sense, science teaching based on the projected curriculum, should foster the creation of innovative pedagogical practices where the student places himself at the center of the learning process. For this reason, it is important to implement Experimental Science Teaching, from the 1st Cycle of Basic Education, so that students are encouraged to explain the environment through scientific facts. It is our purpose to think about the issues emerging in the Curricular Unit Experimental Teaching of Sciences as an integral part of the Master in Pre-School Edu cation and Teaching of the 1st Cycle of Basic Education, based on the contributions of Paulo Freire.
Descrição
Palavras-chave
Ensino experimental das ciências Prática pedagógica Formação de professores Experimental science teaching Pedagogical practice Training . Faculdade de Ciências Sociais
Contexto Educativo
Citação
Editora
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)