Educação científica e formação integral do sujeito: currículo de ciências do ensino fundamental

Abstract

The construction and reconstruction of knowledge and school-based learning are embedded in curriculum development, and the presence of technology has accompanied transformations in pedagogical practices. This dissertation addresses the social expressions of scientific education in the teaching of Natural Sciences at the elementary school level, focusing on the comprehensive development of the individual within the Municipal Education Network (RME) of Curitiba. Science education is presented as a curricular component with historical, cultural, socio-political, human, and technological dimensions, understood as a social practice aimed at the comprehensive formation of the individual and the construction of citizenship. The study is based on the hypothesis that education is inherently political and that the integral formation of the individual must be analyzed through the complexity and multidimensionality of the human being, especially considering that scientific education, as an intentional socio-historical action, aims to prepare students to navigate the risks, impacts, and limitations of scientific and technological development. The main objective is to understand, through the analysis of elementary education curricular documents, how scientific education contributes to the comprehensive development of the individual necessary for the exercise of citizenship. The specific objectives are threefold: to revisit key events in the development of Science in Brazil; to identify the potential of curricular guidelines for science teaching and integral education; and to analyze documentary content that informs the concepts of scientific education and the comprehensive development of individuals for citizenship. The methodology is qualitative, exploratory, and descriptive. The analytical procedures are based on the systematic organization and analysis of published texts to examine content characteristics and draw inferences. The theoretical framework was developed from keyword searches in digital libraries, complemented by additional literature. The dissertation is organized into six sections: introduction, methodological procedures, curriculum and scientific education and integral formation of the individual, document analysis, and final considerations. The analysis of the research object led to the conclusion that scientific education fosters reflective aptitude – associated with reason and experimentation – and contributes to the complex construction of the individual.