Ensino de termologia: uma proposta de sequência didática baseada na pedagogia histórico-crítica de Dermeval Saviáni

Abstract

The present work approaches the Historical-Critical Pedagogy in the school context as a tool for the teaching of Thermology. The importance of this pedagogy is because it is based on the consideration of man as historical being, built over time, whose humanization is intrinsically linked to elements of the past and his ability to change reality through work, thus building the future. Thus, education becomes a fundamental process for this humanization. The objective of this work was to apply the five structural steps of Historical-Critical Pedagogy to promote a critical citizen through a didactic sequence to approach the content Thermology in Physics classes in High School. This was a research of qualitative approach, which had questionnaire and audio recordings as instrument of data collection. Based on the obtained data we were able to draw a profile of second-year high school students who participated in the study, before and after the application of the didactic sequence and thus to make a comparative between both moments. We observed at each step different reactions on the part of the students, with demonstrations of autonomy, good expectation and satisfaction in participating actively in the construction of knowledge and limitations arising from their lack of public speaking skills.