ABORDAGEM DE TEMAS NO ENSINO DE CIÊNCIAS E MATEMÁTICA: UM OLHAR PARA PRODUÇÕES RELACIONADAS À EDUCAÇÃO DO CAMPO

This work aims to analyze how discussions about Thematic Approach in Science and Mathematics Education appear in works related to Rural Education . A literature review was carried out in Brazilian journals and event proceedings locating nineteen studies of interest. The analysis of these studies was performed under the principles of the Discursive Textual Analysis taking into account four categories: nature of the theme; relation with local context; relation with scientific conceptualization; and relation with school. The  studies have explored themes that cover contextual, social and political issues. Regarding to the relation with the context, two different dimensions came out: countryside assuming a central role; countryside assuming an illustrative role. It was also identified an attempt to overcome the isolated, fragmented and decontextualized way in which scientific conceptualization is conceived. Finally, with regard to the relation with school, it is emphasized the necessity to overcome the idea of the school as a mere place of application and reproduction of knowledge produced in others places.