Abstract
The curriculum can be understood as one of the matrixes in which varied forms of social production are personalized, however, a large part of school curricula has disfavored the social classes most vulnerable. To overcome this, some proposals for curricular reconfiguration emerged in order to promote contextualized and intrinsic of the Science Teaching. The objective of this article is to present the emergency process and the rationale for the proposal of curricular reconfiguration Integrator Scenario built in the context of the GPeCFEC. This proposal integrates sets of elements that enable the study of themes, situations and real problems of social relevance. Thus, a documental analysis was carried out based on a bibliographic survey of monografies and master’s thesis developed respectively within the scope of the Degree in Chemistry and the Graduate Program in Science Education, both from the University. The results of this study show that the Integrator Scenario gives work pedagogical, critical and social perspective beyond the concept learning. This proposal can also contribute to the integration of school, academic and social spaces, in addition to encouraging the different performance of future teachers and the continuing education of their participants.
Highlights
The advancement of curriculum theories has contributed to answer factors about teaching and learning — the main concern of the traditional curriculum line
Knowing that the curriculum is the matrix in which various forms of social production are customized, its study allows us to understand how culture influences the processes of education, teaching and learning, limiting or allowing the rise of individuals in society, and these issues are deepened in the lines of the critical and post-critical curriculum (Sacristán, 1998; Silva, 1995; 2001)
Faced with social demands and with the advancement of curricular theories corroborating the change in school curricula, several Proposals for Curricular Reconfiguration were developed to overcome the contentist focus of the traditional curriculum and promote a science teaching that is contextualized and intrinsic to reality
Summary
The advancement of curriculum theories has contributed to answer factors about teaching and learning — the main concern of the traditional curriculum line. It is possible to mention the proposals Science, Technology and Society (Ratcliffe, Grace, 2003), Science, Technology, Society and Environment (Pedretti, Nazir, 2011), Freirean Thematic Approach (Delizoicov et al, 2011) and Study Situation (Maldaner, 2007) These proposals are different suggestions of how the curriculum at school level can be organized based on a scientific, social theme, or the experience of the students, which can facilitate the teaching of content. The proposal of curriculum reconfiguration may create conditions for the institution to discuss issues of social and scientific relevance as well as allow the emergence of new curricula attuned to the demands of society through the study of topics (Simonneaux, 2014). Study Situation: a new curricular Approach in the technical course in Biotechnology
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