Saberes mobilizados na prática docente do ensino de ciências com o tema transversal meio ambiente

Abstract

Studying the knowledge that teachers of science mobilize in their practice to work on the transversal theme Environment means understanding the important potential that this subject can offer to these professionals, to align their practice with the goal that contemporary society demands for a critical and transformative education. Given the background, the teacher needs to mediate the formative process aligning concepts with the social reality of the student in order to creating possibilities for the student building knowledge to reorient their attitudes in society. In this direction, this research problem was delimited: What is the knowledge mobilized by teachers of natural sciences in their teaching practice when working on the transversal theme Environment? Therefore, the general objective was defined: Analyzing the knowledge mobilized by teachers of sciences for the teaching work related to the transversal theme Environment. For that, the interactive Methodology was used and gave us the opportunity to apply the hermeneutic-dialectical circle (HDC) to collect data and analyze the results in a hermeneutic-dialectical form, it was possible because that methodology is complex, dialogic, dialectical and has a systemic view. As a research tool, the HDC technique was used to conduct interviews and analyze official documents. The locus of this research was a college of the municipal network of Vitória de Santo Antão-PE, working with a sample of four teachers of the effective regime who are teaching the discipline of natural sciences. The results showed a quite diversified reality in terms of knowledge, that is, teachers' understanding of the transversal theme of the Environment and the ways they mobilize these knowledge in their practice. Teachers who could not even define the environmental theme were found, those who were able to define were limited and had fragmented views. Regarding mobilization of this knowledge in practice, it was noted the existence of teachers who work on the theme Environment restricted to chapters of books and others who do not understand what transverse theme means. Knowledge is mobilized through the construction of concepts and making impossible the process that implies changing attitudes. Such affirmative can be explained through the statements of teachers who did not appropriate the fundamentals of the National Curriculum Parameters in order to adapt their teaching practices to the needs of the school.