Circulação de sentidos e posicionamentos dos sujeitos na abordagem do aquecimento global como tema controverso: um olhar Bakhtiniano

Abstract

It has often been demanded of science teachers the formation of subjects for citizenship and the exercise of positioning / decising about socio scientific issues (SSI), socially acute questions (SAQ) or controversial topics in the STS approach. In this thesis I analyze the drawing up and the experience of a teaching sequence on global warming and greenhouse effect in 1st year of high school, within the discipline of chemistry of a federal public school.To this end, I walk sequentially utterances present in the records audio and video, collecting evidence and clues that give to see the movement of subjects' comprehension of the subjects and their positionings. I structure categories of analysis around the thought of Mikhail Bakhtin, expressed in the theory of enunciation and philosophy of the act responsible. After the analysis, I make some responsive syntheses to research questions, for example: The paradigm of modernity is present following the polarizations "media / political versus scientific" and "common sense versus science," while perspective centered in clarification is shown in reference to the ignorance of the general public, the media and political policing, and "citizenship" of actions for environmental protection depends on the premise of reducing CO2; Several students and teacher did not endorse the absence of global warming and competition versions of the causes of global warming, preferring coexistence versions; Teacher and students seem to know tacitly that the school evaluates the theoretical judgment and finish, not participatory thinking and responsible action as take advantage of this split to deal with the ambivalence and tension between opening and closing senses. Finally, I extract lessons from my unique place, responsively to the literature, for example: The fact that controverses have often been aestheticized in a reductionist project of comprehension, excluding the subjects come already positioned in the didactic sequences;I propose a inversion: instead to works for the scientific knowledge supports responsible attitudes or actions, works for the ignition of participatory thought, since from it, scientific knowledge can be recognized responsibly; Education for life, as has been claimed in the science education community, reinforces the modern project of exclusivity of techno-scientific rationality and the subjects' objectification, and a possible output, think of education from life, where most ethical opening experiences can be performed in nature science classes.