SCIENCE, TECHNOLOGY AND SOCIETY ALLIED TO INTEGRATED TEACHING, LIBERATING EDUCATION AND CRITICAL GEOGRAPHY

Authors

DOI:

https://doi.org/10.47820/recima21.v5i7.5437

Keywords:

Integrated Teaching. Liberating Education. Critical Geography.

Abstract

This article aims to explore the intersections found in educational proposals or models related to critical, emancipatory, and contextual aspects, as advocated by the CTS (Science, Technology, and Society) approach, as well as Integrated Education (IE), Liberating Education (LE), and Critical Geography (CG). Drawing on a review of "Pedagogy of the Oppressed" (Paulo Freire) and "Geography: A Critical Introduction" (Antônio Carlos Robert de Moraes), this study focuses on how CTS, IE, LE, and CG aim to foster a comprehensive education for citizens. They also aim to assist students in building the knowledge, skills, and values necessary to make informed decisions on scientific, technological, social, political, and environmental issues.

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Author Biographies

  • Ozanir Silva de Almeida, .

    Graduação em Licenciatura em Geografia pela Universidade Federal de Rondônia, Especialista em Metodologia do Ensino Superior pela Faculdade Católica de Rondônia e Mestrado pelo Instituto Federal de Rondônia. Servidor público do município de Porto Velho-RO.

  • Josélia Fontenele Batista

    The aim of this article is to reflect on the existing confluences in the proposals and/or educational models related to the critical, emancipatory and contextualized aspects, proposed by the STS approach, that is, the triple "Science, Technology and Society", as well as by Integrated Teaching, Liberating Education and Critical Geography. This study will be based on the bibliographic review of "Pedagogy of the Oppressed" (Paulo Freire) and "Geography: small critical history" (Antônio Carlos Robert de Moraes). In the critical context, CTS, EMI, EL and GC seek to promote a broad and integral education of citizens, they also seek to help students build knowledge, skills and values necessary to make responsible decisions on scientific, technological, social, political and environmental issues.

References

FREIRE, P. Pedagogia da autonomia. 17. ed. Rio de Janeiro: Paz e Terra, 1987.

FRIGOTTO, G.; CIAVATTA, M.; RAMOS, M. (Orgs). Ensino médio integrado: concepção e contradições. 3. ed. São Paulo: Cortez, 2012.

HOFSTEIN, A.; AIKENHEAD, G.; RIQUARTS, K. Discussions over STS at the fourth IOSTE symposium. International Journal of Science Education, v. 10, n. 4, p. 357-366, 1988. DOI: https://doi.org/10.1080/0950069880100403

MORAES, A. C. R. Geografia: pequena história crítica. 20. ed. São Paulo: Annablume, 2005.

OLIVEIRA, A. de et al. (Orgs.). Educação profissional em foco. Manaus: EDUA; São Paulo: Alexa Cultural, 2021.

OSORIO, C. O. M. La educación científica y tecnológica desde el enfoque en Ciencia, Tecnología y Sociedad: aproximaciones y experiencias para la educación secundaria. Revista IberoAmericana de Educação, Madrid, n. 28, p. 6181, 2002. DOI: https://doi.org/10.35362/rie280959

SOLOMON, J.; AIKENHEAD, G. STS education: international perspectives on reform. New York: Teachers College Press, 1994.

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Published

06/07/2024

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Vol. 5 No. 7 (2024): CLICK HERE TO ACCESS THE ARTICLES

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ARTIGOS

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How to Cite

SCIENCE, TECHNOLOGY AND SOCIETY ALLIED TO INTEGRATED TEACHING, LIBERATING EDUCATION AND CRITICAL GEOGRAPHY. (2024). RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218, 5(7), e575437. https://doi.org/10.47820/recima21.v5i7.5437