Abordagem Temática Freireana no Ensino de Ciências e Biologia: Reflexões a partir da Práxis Autêntica

The present work investigated to the extent liberating education can support curricular practices that transform the unfair socio-cultural reality in the context of a state high school in Sao Francisco do Brejao (MA), Brazil. Central objective was to understand the school reality in its multiple conditions, so as to propose transformative curricular practices to consolidate a humanizing education. As a qualitative action-research, we developed a curriculum plan in Science and Biology using the Freirean thematic approach. Field observations, reports and documentary analysis enabled a characterization of the local context, as well as utterances full of socio-cultural contradictions. From the relational and distant analysis, a curricular program was elaborated in order to meet the specificities of the context. In addition, from the problematization, a mobilization of students resulted in the construction of a community volleyball court in the city. In summary, liberating education presented itself as an ethical, political and epistemological possibility of subsidizing emancipatory and dialogic curricular practices in the context of science and biology teaching. Seeking clarification on the dynamics of thematic investigation (Freire, 1987), this research is in line with others in the field that seek to elucidate the processes of representation and analysis involved in thematic reduction. In this sense, it points out the inseparable link between hinged and generative themes.