STUDY SITUATION AND THEMATIC APPROACH: RELATIONS, DISCUSSIONS END SIGNS

Authors

  • Thiago Flores Magoga Universidade Federal de Santa Maria
  • Josiane Marques da Silva Universidade Federal de Santa Maria
  • Cristiane Muenchen Universidade Federal de Santa Maria

DOI:

https://doi.org/10.21527/2179-1309.2020.111.127-147

Keywords:

Situação de Estudo, Abordagem Temática, Currículo Escolar

Abstract

The present work of qualitative searched through a bibliographical revision in National Meeting of Research in Science Education investigate the approximations and distances between the perspectives of the Thematic Approach and the Study Situation, and there by, to discuss their relations with the school curriculum. The time-cut of there vision occurred in the period from 1997 to 2015. The analysis of the data was basedon the Discursive Textual Analysis and as main results of the research, it should be noted that the Thematic Approach is based on Freirean Liberating Education and the Study Situation in Vygotsky's frame of reference, but both perspectives are identified as proposals for curricular reorganization guided by themes in order to contemplate na interdisciplinary and contextualized teaching.

Author Biographies

Josiane Marques da Silva, Universidade Federal de Santa Maria

Licenciado em Física (UNIPAMPA), Mestre em Ensino de Física e Educação Matemática (UFSM) e atualmente, doutoranda do Programa de Pós Graduação em Educação em Ciências Química da Vida e Saúde da UFSM.

Cristiane Muenchen, Universidade Federal de Santa Maria

Possui graduação em Física Licenciatura Plena pela
Universidade Federal de Santa Maria, mestrado em Educação pela mesma instituição e
doutorado em Educação Científica e Tecnológica pela Universidade Federal de Santa
Catarina. Atualmente é professora Adjunta da área de Ensino de Física e dos Programas de
Pós-Graduação: Educação em Ciências - Química da Vida e Saúde (PPGECQVS) e Educação
Matemática e Ensino de Física (PPGEM-EF) da Universidade Federal de Santa Maria.
Coordena o Grupo de Estudos e Pesquisas Educação em Ciências em Diálogo (GEPECiD).
Tem experiência na área de Ensino de Ciências/Física, com ênfase em inovações curriculares,
atuando principalmente nos seguintes temas: Abordagem Temática, Três Momentos
Pedagógicos como Estruturantes de Currículos, Configurações Curriculares mediante o
enfoque CTS e Práticas Freireanas no Ensino de Ciências.

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Published

2020-05-04

How to Cite

Magoga, T. F., da Silva, J. M., & Muenchen, C. (2020). STUDY SITUATION AND THEMATIC APPROACH: RELATIONS, DISCUSSIONS END SIGNS. Revista Contexto & Educação, 35(111), 127–147. https://doi.org/10.21527/2179-1309.2020.111.127-147

Issue

Vol. 35 No. 111 (2020): Educação

Section

Artigos

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