Proposta de ensino interdisciplinar orientada ao desenvolvimento da consciência crítica

Abstract

The present dissertation evaluates the formulation and implementation of an interdisciplinary teaching proposal based on the pedagogical principles of Paulo Freire (1996) for the development of critical consciousness. In the interdisciplinary action between History and Biology, within two high school class groups at a public state school, both subjects are argued on the maintenance of their coercive contents and questioned on the construction of historical consciousness as a synonym for critical consciousness, highlighting the ethnocentric matrix embedded in the formation of personal and collective identities (RÜSEN, 2012). By means of a participative qualitative research, inspired by the principles of Action Research (THIOLLENT, 1986) and in planning which was co-constructed with the teacher in charge for the class groups, this teaching proposal has offered students the opportunity of reflecting upon the social place of historical narratives on Science, as a stimulus for overcoming such culturally imposed elements. As rising data tendecy, analysis has shown the process of overcoming discursive movements aligned to the category of naive consciousness and common sense positioning, indicating the development of critical consciousness.