Roberto Ribeiro da Silva

Experimentação no ensino médio de química: a necessária busca da consciênica ético-ambiental no uso e descarte de produtos químicos - um estudo de caso

As concepcoes sobre o papel da experimentacao no ensino vigentes nas decadas de 1960 a 1990 nao levavam em consideracao questoes ambientais. De modo geral, este fato pode ser observado tambem nos dias atuais. Isso se consubstancia na falta de gestao de residuos quimicos produzidos em aulas experimentais e na ausencia de politicas que garantam a seguranca de alunos e professores, diretamente, e da comunidade escolar, indiretamente, conforme levantamento realizado em 26 escolas publicas do Distrito Federal. O fazer consciente da experimentacao na formacao inicial e continuada de professores requer que, alem da problematizacao e de discussoes sobre conceitos cientificos, sejam incluidos aspectos ambientais, tornando a experimentacao uma acao de educacao ambiental.

FORMAÇÃO DE PROFESSORES: UMA PROPOSTA DE PESQUISA A PARTIR DA REFLEXÃO SOBRE A PRÁTICA DOCENTE

Partindo de reflexoes sobre o papel da cultura, discutem-se no presente artigo pressupostos metodologicos da pesquisa em formacao de professores. Na integracao ensino-pesquisa-extensao, defende-se um modelo de pesquisa no qual os problemas identificados pelos professores sejam os enfocados em acoes de formacao continuada. Dessa forma, defende-se a formacao continuada em processo que privilegie a reflexao sobre a pratica docente.

Desafios da escola atual: a educação pelo trabalho

This work aims at investigating and proposing strategies to improve the comprehension of Chemistry concepts by high school students. One of these strategies consists in workshops that emphasize the notion of work as a general educational principle, in the perspective of polytechnic education. Interviews (pre and post-workshops) were used to evaluate the results. In post-workshop interviews, a significant incorporation of scientific concepts was observed, as well as a considerable improvement in the interpretation of experiments.

Currículo de licenciatura em Química da Universidade de Brasília : uma proposta em implantação

This article presents the conception, principles and academic structure of the evening course leading to the formation of a Licentiate in Chemistry, at the University of Brasilia. The curriculum has been carried out since the beginning of 1993. This curriculum has as its basic axis the graduation of future teachers integrated with the conceptual formation in Chemistry. Interdisciplinary actions are planned between the Chemistry Department, the Psychology Institute and the Faculty of Education so as to provide mechanisms which would allow the licenciate to acquire teaching experience along the course.

The Light and the Sunscreens: A Social-Theme

Science education with focus on socioscientific issues has been considered a promising strategy to increase young peoples interest for science. In this perspective, the discussion of the interrelations between sunlight and the chemistry of sunscreens, taking into account technological, social and environmental aspects, constitute a socioscientific topic of current relevance. Thus, in this paper we introduce the nature of sunlight and its effects on human skin. Additionally, a discussion of sunscreens is carried out by addressing the principles of operation and the reasons for its use in a social and psychological perspective. It also addresses the environmental and health consequences, as result of the use of certain compounds in the formulation of

The Handcrafting Activity of Goldsmiths and Conceptual Thinking

Contemporary society overvalues scientific knowledge. Being at the central axis of society, a place formerly occupied by the Church, modern science has the power to govern and set ideologically desired parameters to human life. It perpetuates the image of an ethically neutral science, in which all is explained and proved empirically. It also spreads the idea that science is able to guide people through the conflicts and tragedies of life, promoting their dependence on the canons that dictate their ways of living. One of the social institutions that perpetuate this ideology is the school, with the promise of preparing children and youth for life, making them critical citizens, adapted to social standards. It serves governmental programs and market logic, and it is regulated and protected by law. Under the yoke of the law, people are required to fulfill years of schooling, having as a goal the acquisition of certificates that work as a guarantee of the fulfillment of market requirements. In this chapter, we carry out a critical examination of the idea that the responsibility of offering students the basis of scientific thinking, or at least scientific initiation, belongs exclusively to the school. In order to do so, we initially examine the way schools transmit scientific knowledge by describing the characteristics and function of this process. By analysing goldsmithing activity, we then seek to show that daily human social life is full of other activities that allow thinking through scientific concepts. This analysis showed that this activity has numerous links between procedures, operations, concepts, and results of conceptual organization systems, and logically coordinated clusters of concepts, subordinated and supra-ordered.