A contextualização no ensino de ciências: possibilidade para a educação no semiárido

Abstract

The Brazilian semi-arid region presents itself as a peculiar region. Climatic factors and their other geographical features foster ways of thinking and living it. In this work, the focus is the education in the semiarid and the teaching of sciences and their needs of contextualization of the socio-cultural and scientific knowledge. It is understood the contextualization of the school contents as one of the possibilities and methodological alternative in the teaching, in front of the absence of a contextualized curriculum in the schooling process of the subjects in the semiarid. However, the interpretations of this guiding principle vary according to the official documents and consequently in the interpretations of professors, graduates and researchers. The main objective is to analyze the conceptions of graduating in Biological Sciences about the contextualization in the teaching in order to discuss the pedagogical meaning and its implications for the teaching. For the production of data, a semi-structured questionnaire was applied and the writings were subsequently submitted in light of the Discursive Textual Analysis for the exploration of a priori and emerging categories. As a result, several understandings made by the graduating about the term contextualization in the teaching are identified. The conceptions now present themselves in a simplistic way, sometimes more elaborate and in some cases hybrided. However, in view of these multiple forms of understanding, the possible contexts of meaning in articulating the knowledge of the discipline to the different contexts presented are evident.