HISTORICAL-CRITICAL PEDAGOGY AND THE INTERNATIONALIZATION OF THE NATURAL SCIENCES CURRICULUM: A LOOK AT TEACHER TRAINING
Suiane Costa Alves
PhD student in the Postgraduate Program in
Education
University of the Sinos River Valley
(UNISINOS)
Email: suiane.alves@prof.ce.gov.br
Orcid: https://orcid.org/0000-0001-9103-617X
ABSTRACT
This article proposes a
discussion on Historical-Critical Pedagogy supported by the
internationalization of the natural sciences curriculum as an instrument to
enhance scientific production. In this way, it aims to highlight the knowledge
of teachers in that area in relation to the internationalization process, using
the aforementioned pedagogy as a pillar in the construction of the proposed
reflections. The methodological path of this work is based on the
aforementioned pedagogy aligned with the case study, presenting a
quantitative-qualitative approach. Regarding the data analysis method, document
analysis was used. From the application of the questionnaire, it was evident
that teachers develop a pedagogical practice based on problem solving based on
themes linked to global citizenship, virtual education, cultural diversity
among other themes which, aligned with Historical-Critical Pedagogy, acts as an
instrument that strengthens scientific knowledge and social transformation.
Keywords: Natural Sciences, Internationalization of the Curriculum, Historical-Critical Pedagogy, Teacher Training.
Reviewed by Current Scientific Journal
on
outubro 20, 2024
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