A utilização de temas geradores na educação química aplicados no ensino básico

Abstract

The methodological foundations of the educational conception proposed by Freire are based on dialogicity and problematization around reality and social contradictions experienced by students, which are represented in the generating themes. We can understand that this methodology is the beginning of a process of construction of discovery, literally breaking the paradigms of traditional education cited by Freire as banking education. In addition, obtaining a generative theme, according to Freire (2014), occurs through a thematic investigation, so the present work intends to present a study with a quantitative method that benefits school practice and enables a more meaningful teaching. The data collection techniques were obtained through a bibliographic survey, the actions were centered on the Teaching of Chemistry in view of the relationships established between chemical knowledge and the aforementioned theme, in the publications of Revista Química Nova na Escola (2006-2022) . In this way, it was clear that educators used the Freirean methodology through reflections that were transformed into pedagogical actions which boosted monitoring in the trajectory of knowledge construction, in the development of autonomy and critical sense of the student, in addition to the approximation between teacher and student.