O debate sobre o aquecimento global em sala de aula: o sujeito dialógico e a responsabilidade do ato frente a um problema sóciocientífico controverso

• Ano de defesa: 2010
• Autor(a) principal: Luis Gustavo D'carlos Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Atos responsáveis; Interações discursivas; Temas controversos; Educação; Aquecimento global; Prática de ensino
• Link de acesso: http://hdl.handle.net/1843/FAEC-8GGNZL

The use of controversial themes in basic and higher education, as an expression of the curriculum of STC Science, Technology and Society, has been multiplied in the last years. We acknowledge the need to understand more deeply the subjects positioning in front of controversial themes, since we are facing the building of a new relationship between those themes and Science, no longer treating it as a holder of solid and linear truths, but as a part as a complex phenomena network, that absolute and finished predictions are increasingly inadequate. Educating tuned to that change in perspective necessarily means to value the controverted dimension of Science, the value of doubt and questioning inside it. In this work we aimed to examine three episodes occurred in two chemistry classes taught to teenagers in the average age of 15 years in a federal public school from Brazil. Several voices of scientists and environmentalists were brought to be read by small groups and discussed in plenary, when we focused on the discursive interactions of the engaged subjects on greenhouse effect and its controversial relationship with global warming. We have elected four central questions: which are and how are re-stressed the voices on the negotiations that set up between the subjects participating of the discussion? What senses emerging dialogue between the various subjects involved? How the different utterances of the teacher, written texts and speeches of the pairs, which move in this classroom, are the processes of preparing personal positions? To what extent the subjects, while positioning themselves, live responsibly and responsively their acts? We used as reference Bakhtins Theory of Enunciation, especially on two categories: the movement of appropriation of the others words, the responsibility/responsiveness of the subjects act. The option for the enunciations analyze aimed to guarantee unity between the content of what was said, and the way it was said. As results we could observe some processes that indicate the appropriation of the others words, as an active responsive attitude, and how that process is unique, singular and individual. There are identifications between them, but also un-identifications. The discourse appropriations consensus and dissensus happened in different rhythms inside the same groups and also between subjects of different groups. In that sense, we can observe that there are different levels of consciousness of otherness. And though there exist ideas demarcation, there are different affective stresses: some more reticent, others more passionate e secure of their positions. Concerning the responsibility for positioning, we have observed dislocations from the place of "all" or "nobody" to the place of individual that becomes conscious of his unicity and responses besides "not being sure" of the theme discussed or the "majority" positioning. As an implication of this research, discusses the importance of valuing the doubt and uncertainty in science education and the appreciation of subjectivity afforded by the discussion of controversial topics in class.