Quem gera o tema gerador?

Abstract

This work raises through a concern about the methods in the dissemination of scientific knowledge in the school environment, based on understanding of the proposed subjects need to be approached in the context of the classroom to motivate the teachers to learning and to comprehension of the meaning of knowledge to their lives. In this perspective, the curriculum development and pedagogic proposals from theme generators is an alternative to get the loser of lived reality closer by the students with the scientific knowledge. In this example, it is highlighted the rural schools which adopt the alternation pedagogy. However, the reduction of the student reality to the problematizing questions to obtain the theme generators is challenging in the school context. Faced with this, this research has developed a collective methodology in the construction of the theme generators based on the investigative teaching, in thematic investigation of reality proposed by Paulo Freire (2005), and in the study plan, one of the pedagogic mediations used in the alternation model. In this methodology, the students were protagonists in the discussion and investigation of reality. As obtaining technics of data about the location where the research was developed, it was made a focal bunch involving parents and community leadership, besides the production of a guide to do interviews, production and discussion of socioenvironmental maps and participant observation. The achieved data about the local reality were categorized with the aid of the IRaMuTeQ 0.7 alpha 2 software, resulting in five potential themes to the discussion and expansion in the classroom. Among the listed themes, “the stay of young people in the rural zone by way of increment of the use of technology” was problematized with the study plan. This problematization resulted in many limit situations, among them “the technology is inaccessible to the small farmer” was the motiving object to the planning and development of a Biology investigative didactic sequence, approaching mainly the scientific subjects related to biotechnology/ biological control. The developed proposal resulted in a pedagogic material with theoretical presumption about conceptualization, use and importance of the theme generators to the teaching of scientific subjects. The material also portrays about the ways taken by a rural teacher and her students in the construction of the theme generators, bringing suggestions of how to develop the proposal in other realities. The development of the activities based in theme generators pointed several potentialities to the Biology teaching, being the main: the students’ motivation to the search of knowledge, the replacement of a banking education to a dialogical education, the implementation of scientific literacy, the contextualization of scientific knowledge and the concurrent approach of several scientific concepts related to epistemological field of Biological Sciences in an integrated way and constructive. By the other hand, taking as reference the Biology teaching, the main challenges were the distance between the families and school, the lack of engagement between the teaching staff to development of interdisciplinary activities, the fragmentation of space and school time, external assessments and didactic-pedagogic material available to teachers and students, shortly connected to the peasant setting, very often, putting them down in relation to the culture and the ruling production ways. They are, however, points which must get attention of teachers who search the work with the theme generators as a way to reach the potentialities mentioned.