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Práticas dialógicas e cidadania no ensino de ciências: uma experiência educativa com mulheres e homens do campo em Curupaiti - Viseu/PA
(Universidade Federal do Pará, 2009-03-04) SOUSA, José de Moraes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
The present study, titled Practical Dialogs and Citizenship in The Study of Science: an educated experience with men and women in the Field in Curupaiti – Viseu, was developed with a 2nd term class of Education of Youth and Adults – women and men in the field. The objective is a pedagogic study of education in Science which begins with the construction of a knowledge of the educators realities, looking toward an interdisciplinary education with dialogue in the formation of citizens. The research question is the following: In what practical pedagogic terms are the realities of the students of Education of Youth and Adults in the field considered in contributing to an interdisciplinary education with dialogue in a science education, as a medium for the formation of a citizen? A qualitative research including research-action, of a narrative nature was done.The pedagogic actions developed were related to human consumption, planting beans as an economic activity, and agricultural projects familiar to the agro-ecology perspective. The instruments used for this research were daily journals and non-structured interviews.Three pedagogic practices developed with the class were analyzed, constituting what is denominated as dialogue webs, which, in this study, translate to the idea that these episodes are connected to previous moments of the happening, as in planning and also in previous situations, always with an interactive perspective.The first web is denominated Human Consumption: an alternative in popular perspective; the second, The shadows of the bean field dialogue and the last, Family Agriculture and the challenges of agro-ecology. In the analyses the points considered were the relationship of dialogue established between the subjects involved, between those responsible for school discipline and between those with different types of knowledge. The conception of the adopted dialogue in this study with respect to an interactive comprehension admits that a dialogue has interaction and never hierarchy and supremacy of one of the actors involved. The reflections constructed are indicative of the pedagogic actions constructed with the subjects of the education process, the reality of what is inserted being the starting point, moving into an interdisciplinary education with dialogue together with the purpose of constructing a citizen, whose perception of life and society understands a web that cannot be expanded without his strings and his multiple complex relations.