FORMAÇÃO DE PROFESSORES(AS) DE CIÊNCIAS E BIOLOGIA A SERVIÇO DA EDUCAÇÃO EMANCIPATÓRIA
DOI:
https://doi.org/10.59306/poiesis.v17e31202397-121Keywords:
Emancipatory Education , Document Analysis, Pedagogical Documentation, Practice in Teaching Science and Biology, Humanization and SensitizationAbstract
This article aims to share the results of the analysis of part of the documentary collection of a Research Group that promoted the interface between the promotion of Critical Thinking and Science Education in the training of Science and Biology teachers in an interior municipality in the south of the country. . Between 2017 and 2022, the GP worked on the discipline “Teaching Practice in Science and Biology”, which is explicitly based on counter-hegemonic authors and intentionally planned to promote critical thinking and problematize the educational reality. We have as a premise that emancipatory education processes do not happen 'naturally', but consciously — theoretically and methodologically — and in the exercise of praxis. It was investigated how the teaching processes occurred in the experience of the discipline. The results pointed to the existence of dialogic, emancipatory, humanizing and sensitizing processes that enhanced critical thinking.
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