Saberes docentes para o ensino de ciências da natureza e suas tecnologias na educação profissional técnica de nível médio na perspectiva da epistemologia da práxis

Abstract

This research aims to analyze the necessary teaching knowledge for teaching nature science and its technologies for Technical Professional Education in High School (TPEHS), developed in the integrated form of High School (HS). The defended thesis says that teachers in this area of knowledge can contribute to the human training of TPEHS students if they mobilize knowledge aimed at the meaning of revolutionary praxis. The objective is to reflect on the teaching knowledge necessary for the teaching of nature science and its technologies for TPEHS, from the revolutionary praxis, to propose suggestions of new knowledge inherent to the profession currently. From the methodological point of view, the research has a qualitative approach, and it is exploratory, descriptive, and explanatory. The nature of the research is basic. We carried out bibliographic and documentary research from 2019 to 2022. The analysis technique used was the Textual Discourse Analysis (TDA), by Moraes and Galiazzi (2006). The units of meanings led to the categories of analysis, i.e.: teacher education, epistemologies, nature science teaching, its technologies, and teaching knowledge. The method used to analyze these categories was historical-dialectical materialism, developed by Marx and Engels (2019). Results showed that teacher education and nature science teaching develop in the contradictions of capitalism and are linked to positivist epistemology. We highlight that teaching knowledge focused on teaching nature sciences and its technologies, aligned with the epistemology of praxis, can contribute to a professional education project based on a complete human education as an educational principle in the integrated curriculum. Thus, we present the following teaching knowledge that can contribute to the human education of students and the teaching of nature sciences in TPEHS, i.e.: (1) theoretical and practical knowledge about education, professional education, and pedagogy; (2) theoretical and practical knowledge about teaching in the area of nature sciences and its technologies in HS and TPEHS; (3) theoretical and practical knowledge about the integrated curriculum for TPEHS and (4) theoretical-practical knowledge about social and educational practice and the need for transformation. Professors, education professionals, and the students' resistance, at this moment of counterreform and obscurantism, is decisive for the construction of a project of TPEHS, nature science education, and teaching formation different from the current one in the present time.