Proposta de ensino interdisciplinar orientada ao desenvolvimento da consciência crítica

• Ano de defesa: 2018
• Autor(a) principal: Torres, Andrea Medina de Sena
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio de Janeiro; Brasil; Núcleo Interdisciplinar para o Desenvolvimento Social; Programa de Pós-Graduação em Tecnologia para o Desenvolvimento Social; UFRJ
• Palavras-chave em Português: Curiosidade crítica; Pedagogia da pergunta; Metodologia participativa; Ensino de história; Interdisciplinaridade; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://hdl.handle.net/11422/15230

The present dissertation evaluates the formulation and implementation of an interdisciplinary teaching proposal based on the pedagogical principles of Paulo Freire (1996) for the development of critical consciousness. In the interdisciplinary action between History and Biology, within two high school class groups at a public state school, both subjects are argued on the maintenance of their coercive contents and questioned on the construction of historical consciousness as a synonym for critical consciousness, highlighting the ethnocentric matrix embedded in the formation of personal and collective identities (RÜSEN, 2012). By means of a participative qualitative research, inspired by the principles of Action Research (THIOLLENT, 1986) and in planning which was co-constructed with the teacher in charge for the class groups, this teaching proposal has offered students the opportunity of reflecting upon the social place of historical narratives on Science, as a stimulus for overcoming such culturally imposed elements. As rising data tendecy, analysis has shown the process of overcoming discursive movements aligned to the category of naive consciousness and common sense positioning, indicating the development of critical consciousness.