A pedagogia freireana e o pensamento latino americano em ciência, tecnologia e sociedade para a superação da invasão cultural em busca da síntese cultural

Abstract

This research intends to denounce the expression of cultural invasion and announce possibilities of the cultural synthesis in science teaching, combining theory and practice. To do so, we refer to the following: Paulo Freire’s pedagogy, George Snyders’ critical formulations about the school and the Latin American Thought in Science, Technology and Society authors. We characterize science teaching as cultural synthesis based, poiting out that dialogicity, present since the defintion of the curriculum, through thematic investigation, is a central element. We analyze two experiences in which we conducted thematical investigations with the students. The first was conducted in a public school of Curitiba, in which we couldn’t obtain a generator theme due to some factors. It was relevant to reorganize the second experience, conducted at the Instituto Federal de Santa Catarina, campus Garopaba, in which we made a thematical web and lead a research project over Garopaba and Imbituba environmental problems. By the end of the process, the students presented seminars and wrote about the investigation. The data was analyzed through discursive textual analysis, leading us to categories that indicate both culturar synthesis and invasion were present in the educational process. We also noticed that the students see themselves as protagonists, noticing limit-situations of the inhabitans of the regions and reaching out for the public Power to deepen their understanding. Despite this, we notice their dificulty in putting themselves as protagonists of the untested feasible. This results points out that the culturar synthesis was partially achieved. To surpass this limitation, is necessary the colective action of teachers and researchers inserted in the class struggle.