Duas teorias pedagógicas no ensino de ciências, enfoque ciência, tecnologia e sociedade (CTS) e pedagogia histórico crítica (PHC): uma análise crítica pelo materialismo dialético. Quais as contradições e possibilidades de síntese superadora?

Abstract

The present research established a practical theoretical study with the educational lines Science, Technology and Society (CTS) and the Historical-Critical Pedagogy (PHC), under the materialist dialectical perspective. The proposed study established the points of departure and the meeting points of these two theoretical currents in science education, with a view to building a teaching model that allows intervention in the classroom. This proposal was tested in the subject “The teacher and the teaching of chemistry” QUI A43, 2018.2, in the afternoon and evening classes. Our thesis is based on the critical-dialectical paradigm, of a qualitative nature. For the accomplishment of our objectives, we used, firstly, the techniques of theoretical research, with the methodological criteria of dialectical materialism to delve into the ontologies of the CTS and PHC lines and, secondly, methodological procedures were used for research in the classroom. class, the semi-structured interview (individual and focus group) and document analysis (student work and questionnaires). We consider these paths important because they allowed us to dialogue with two educational approaches that are complementary, but without points of communication. The theoretical results showed, after an in-depth investigation into the ontological and epistemological foundations of each of the pedagogical lines in science education and after being tested in the classroom, that a dialogue is possible, but only in very specific circumstances such as those considered in the model of Aikenhead, 1994. As a result of this investigation, we propose a model of synthesis of these two pedagogical models that was tested in the classroom, with satisfactory results for the purposes of this thesis. It is concluded, however, that even more time is needed in the classroom to study, more comprehensively, its limits and possibilities.