Formação crítica na prática docente de professores/professoras de Ciências do Município de Sapeaçu, Bahia

Abstract

This research aims to understand how critical training manifests itself in the practice of Science teachers in fundamental education II in the municipality of Sapeaçu - Ba, and to contextualize critical education, theoretical and methodological elements of the critical perspective of Freirean pedagogy and critical CTSA education, aiming to produce useful information for decision-making on proposing possible training actions for these educators in the field of critical education, mainly critical science education. The research has a qualitative approach, using data quantification as a starting point for a qualitative approach. The locus of the research was in the municipality of Sapeaçu-Recôncavo da Bahia, for which questionnaires were applied in three schools that offer Elementary School II, from the 6th to the 9th grade in the city of Sapeaçu. 10 professors participated in the research, who were selected according to availability and accepted by signing the free consent form. Considering the time working in the area, as well as the academic background of the interviewees, it was possible to identify that they have a critical and reflective posture, adopting these postures in their teaching methodologies, giving voice and space to their students, allowing them to also contribute with classes through their knowledge and life experiences. In addition, most of the teachers interviewed (90%) showed an interest in deepening their knowledge about such theories through lectures and courses, in order to improve their pedagogical practices and the development of the teaching and learning process.