Água e energia: essencialidades e contextos no ensino de ciências

Abstract

When the growth and world development does not happen in a sustainable way, socially and environmentally balanced and economically viable. Cause incalculable damage to the environment, society and economy contaminate soil, water and air, imposes monetary value to natural resources and ecosystems, makes the technical life and the planet a thing. Science and technology are productive and destructive forces, it is imperative that address these issues with a profound dialogue between them in the fields of knowledge and learning, through the school forming citizens critical and capable of intervening in society, with tools and practices interdisciplinary and contextualized, transforming learnings significant in knowledge dominated, optimization of natural resources and global citizenship. Work on the topics of water and energy as essential inputs for all mankind interconnects the content of the sciences leading to a critical awakening of the student in their management. The main objective is to understand how the interdisciplinary and context and are designed in science classes, and if they are aligned with PCN’s and LDB’s, observing if the dynamic continuous water and energy approaching/distant from the curricular proposals mentioned above. Not only pretend to have a technical approach to the subject, but also conceptual, analyzing and matching the two points of view. The methodology applied was the literature review and analysis of information and statistical data contained in journals, scientific literature, dissertations, theses, articles in congresses and case studies. The tool for the analysis of data, information, opinions and theories drawn from scientific publications, was the technique of Content Analysis proposed by Bardin (1979). These analyzes revealed the major deficiencies and problems in science education and in education in Brazil, with some authors pointing out solutions. Factors of different orders and magnitudes are actors in these contexts and educational ills, so think only in political action, or teacher as watertight solution is naive and misleading.