Mestrado Profissional em Ensino de Biologia em Rede Nacional

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Nível: Mestrado Profissional
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Navegando Mestrado Profissional em Ensino de Biologia em Rede Nacional por Assunto "Abordagem temática Freireana"

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    Desafios e potencialidades da construção de um tema gerador para o ensino de ecologia em uma escola urbana
    (Universidade Federal do Espírito Santo, 2025-03-27) Pereira, Maria da Conceição Alves; Muscardi, Dalana Campos; https://orcid.org/0000-0001-7936-7363; http://lattes.cnpq.br/7585552685515553; https://orcid.org/0009-0001-4149-3476; http://lattes.cnpq.br/8545459413312622; Teixeira, Marcos da Cunha; https://orcid.org/0000-0002-3564-2180; http://lattes.cnpq.br/9783956535209540; Barrella, Tatiana Pires; https://orcid.org/0000-0001-8061-4341; http://lattes.cnpq.br/9138274506570489
    The Freirean Thematic Approach (ATF) has been indicated as a teaching practice that allows working on the curriculum in a democratic and inclusive way, as provided for in the BNCC. Thus, the curricular structuring through ATF allows for the highlighting of significant situations for students, as these are problems that make up their universe. The proposal of this work consisted of the construction of a Generator Theme (TG) in an urban school, having as ATF the teaching of Ecology contextualized with local environmental problems. In this way, local problems were identified and addressed, through in-depth discussions, contributing to a better understanding of a theme to be generated from an ATF. The methodological procedures developed here, through qualitative, exploratory and educational development research, were based on the development of an ATF, using the systematization of the five moments developed by Delizoicov (1991). The data were systematized in the form of an investigative didactic sequence, developed in a procedural manner to construct the TG. The development of this work made it possible to relate school content with the students' experiences and to break down the barriers of curricular tradition through innovation in pedagogical practices. In the context of this research, the awakening of reality and the awareness of conflicting situations probably provoked in the students the desire to change the observed scenarios, from the moment in which they made a critical reflection on their experiences, an action that is the basis for social transformation. This can represent an excellent start for changing attitudes and consequently improving socio-environmental conditions, even in the future