Pressupostos da complexidade no ensino de ciência e tecnologia: um estudo de caso no curso de bacharelado em ciência e tecnologia

Abstract

We seek in this work to analyze the aspects of science teaching in a Bachelor of Science and Technology course at UFERSA Campus Caraúbas (RN) in which in its pedagogical project it stands out for being a course in line with science and technology education for this new century . We carried out a bibliographic research to characterize conceptions about what science teaching would be for this new century, we chose the author Edgar Morin and his ideals as a representative of a new science teaching trend. From this, we seek to extract from this author the conceptions that point to a new teaching of science, presenting them as our assumptions of complexity. The methodology consists in the case study of the referred course through the documentary analysis in the Course Pedagogical Project and in the analysis of the Graduation Course Work of the graduating students in search of understandings about how the learning reflects the issues of the Pedagogical Project of teaching the course and of Complexity according to our assumptions of complexity. As a result, we defined what the assumptions of complexity would be for learning science in Morin's ideals and the assumptions of what a complex curriculum might look like in these same ideals and techniques of complexity analysis. We conclude that the current curriculum of the analyzed course expresses science learning in the classic model, with little evidence of complex learning and little consistent with the ideals we defend here for teaching science in this new century.