O presente artigo visa desenvolver uma análise dos processos de precarização do trabalho docente, baseado em uma série de determinações advindas dos Organismos internacionais (Banco Mundial, FMI, OCDE etc.) para a educação brasileira como um condicionante para os investimentos dessas Agências internacionais no país. Com isso, passa a ser difundido na educação do Brasil pedagogias pós-modernas que visam adequar a educação, bem como o trabalho do professor, aos interesses desses Organismos. No entanto, o que eles denominam como “moderno” e “de qualidade” em termos educacionais, consideramos como um processo de precarização, que visa sucatear a educação nacional e entregá-la aos interesses do mercado internacional e aviltar o trabalho do professor, que passa a caracterizar-se como ainda mais explorado e precarizado.
O presente trabalho apresenta um estudo sobre os seguintes espaços de educação não formal presentes na cidade de Toledo/PR: Parque das Aves e Aquário Municipal Rômolo Martinelli, ambos instalados junto ao Parque Ecológico Diva Paim Barth e ao Museu Histórico Willy Barth. Para esse estudo foi realizada uma entrevista focalizada com os coordenadores dos espaços, para identificar como são realizadas as atividades, bem como e quais sãos os seus principais frequentadores. Após as transcrições das entrevistas, foi então realizada uma análise de conteúdos, análise essa baseada nas lições da professora francesa Laurence Bardin. As categorias são de acordo com os indicadores de Alfabetização Científica, segundo a professora Tânia Maria Cerati, que são: (i) indicador científico, (ii) indicador institucional, (iii) indicador interface/social e (iv) indicador estético/afetivo. A análise forneceu subsídios para concluir que os espaços recebem visitantes de diversas cidades do Brasil, bem como do exterior, no entanto os principais visitantes são estudantes de escolas municipais da cidade. Identificamos também que diversas atividades são realizadas nesses espaços, sendo que elas podem proporcionar diferentes conhecimentos aos que os visitam. PALAVRAS-CHAVE: Cultura científica. Museus. Aquário. Horto florestal. Divulgação científica.
Understanding education as something dynamic and constantly changing implies the need to consider the historic path that it went through in order to arrive at the current state. Regarding the Chemistry teaching, it is possible to consider that all deployments also involve it, changing the perspectives of the discipline. Thereby, the current outlook of the discipline is the result of previous deployments, also impacting future projections. The research presented here is justified by analyzing the Brazilian educational profile, in order to lead to the understanding of what is currently perceived in the teaching of Chemistry. Therefore, this research aims to briefly analyze the historical path of the Brazilian historical thinking, as well as the contemporary, in order to identify the implications in Chemistry. Initially, we will analyze the historical outlook of the Brazilian education and, later, we will analyze the current teaching and the prospects for the discipline. In order to achieve the proposed objective, the adopted methodology was bibliographic research, by the perception of authors upon books, scientific articles and other published materials that may enrich the study. As a result, the contemporary teaching was perceived as fundamental in the construction of the critic citizen, and Chemistry as an extremely important discipline for the deployment of everyday life, which must be filled with appropriate didactic resources, so that it is increasingly more adequate to the transformations of the society.
The teaching of the periodic table of basic education is present introductory in the 9th grade of elementary school and more deeply in the 1st year of high school. Regardless of the level of approach, its teaching still occurs traditionally in many educational institutions, based on exhaustive memorization of the organizational structure and properties of the elements. This teaching process makes the periodic table a low interest content and neglects the historical process of its construction. In this sense, this article aims to discuss and encourage the adoption of an approach involving the history of science in a contextualized way, in addition to the adoption of other didactic resources, not just the printed table. To this end, we present a brief bibliographical review about the history of the periodic table and its approach in the classroom. It is also suggested the use of different methodologies for teaching the theme in basic education.
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