O Tema Gerador na Formação de Pedagogas do Alto Sertão Alagoano: da Escuta Sensível ao Planejamento de Ciências

This paper investigates challenges and potentialities of planning teaching strategies in Science Education, based on Freire’s Thematic Approach. Methodologically, the research was conducted during a course in Planning, Curriculum and Assessment, involving eight undergraduates from the 5th term of the Education Program at UFAL. The information was obtained from diaries, portfolios and a focus group during the stages of Thematic Investigation, which were analyzed using Discursive Textual Analysis, and put into three categories: i) Getting to know the local community; ii) Analysis of information and selection of the Generative Theme, and; iii) Selection of syllabus and preparation of science teaching strategies. The following results stood out: the active role of the undergraduates during the planning of science classes under critical-analytical and creative performance; the understanding that listening to the Other is fundamental for obtaining Generative Themes; the definition of parameters to identify and analyze relevant speeches from the school community. Particular attention is drawn to the importance of deepening these parameters, which can contribute to the elaboration of problem-posing questions. Introducing Thematic Investigation in Education courses can enhance formative processes based on the ethical-critical commitment of a liberating education, from the exercise of sensitive listening.