The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science
This paper presents a theoretical essay that addresses the CTS perspective and the critical theory of Henry Giroux, whose objective was centered on making an articulation between such assumptions from four axes: I) a school; II) a critique of curricula; III) the teacher's conception and IV) the...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Tecnológica Federal do Paraná
2020-12-01
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| Series: | Revista Brasileira de Ensino de Ciência e Tecnologia |
| Subjects: | |
| Online Access: | https://periodicos.utfpr.edu.br/rbect/article/view/10098 |
| _version_ | 1818906395273068544 |
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| author | Wélica Patrícia Souza de Freitas Wellington Pereira de Queirós |
| author_facet | Wélica Patrícia Souza de Freitas Wellington Pereira de Queirós |
| author_sort | Wélica Patrícia Souza de Freitas |
| collection | DOAJ |
| description | This paper presents a theoretical essay that addresses the CTS perspective and the critical theory of Henry Giroux, whose objective was centered on making an articulation between such assumptions from four axes: I) a school; II) a critique of curricula; III) the teacher's conception and IV) the theory of traditional and reproduction theories. The preponderant factor for the construction of new theoretical elements and didactic strategies in the dialogue presented is to consider social praxis with individual and collective political actions in order to seek the transformation of relations of oppression into justice and social equality. From the practical point of view this articulation can be made by the progressive teaching methodologies known in the literature: the three pedagogical moments, the five moments of Historical-Critical Pedagogy, etc. Thus, the articulation presented in the present study contributes from the theoretical point of view and can support actions for the insertion of the critical-transformative perspective in science education. |
| first_indexed | 2024-12-19T21:38:33Z |
| format | Article |
| id | doaj.art-e1044138b8d24c41bc9c0a84b61ab776 |
| institution | Directory Open Access Journal |
| issn | 1982-873X |
| language | Portuguese |
| last_indexed | 2024-12-19T21:38:33Z |
| publishDate | 2020-12-01 |
| publisher | Universidade Tecnológica Federal do Paraná |
| record_format | Article |
| series | Revista Brasileira de Ensino de Ciência e Tecnologia |
| spelling | doaj.art-e1044138b8d24c41bc9c0a84b61ab7762022-12-21T20:04:44ZporUniversidade Tecnológica Federal do ParanáRevista Brasileira de Ensino de Ciência e Tecnologia1982-873X2020-12-0113310.3895/rbect.v13n3.100985578The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in scienceWélica Patrícia Souza de Freitas0Wellington Pereira de Queirós1Universidade Federal de Mato Grosso do Sul, Campo Grande, Mato Grosso do Sul.Universidade Federal de Mato Grosso do Sul, Campo Grande, Mato Grosso do Sul.This paper presents a theoretical essay that addresses the CTS perspective and the critical theory of Henry Giroux, whose objective was centered on making an articulation between such assumptions from four axes: I) a school; II) a critique of curricula; III) the teacher's conception and IV) the theory of traditional and reproduction theories. The preponderant factor for the construction of new theoretical elements and didactic strategies in the dialogue presented is to consider social praxis with individual and collective political actions in order to seek the transformation of relations of oppression into justice and social equality. From the practical point of view this articulation can be made by the progressive teaching methodologies known in the literature: the three pedagogical moments, the five moments of Historical-Critical Pedagogy, etc. Thus, the articulation presented in the present study contributes from the theoretical point of view and can support actions for the insertion of the critical-transformative perspective in science education.https://periodicos.utfpr.edu.br/rbect/article/view/10098articulação giroux-ctsteoria crítico-progressistaeducação em ciências |
| spellingShingle | Wélica Patrícia Souza de Freitas Wellington Pereira de Queirós The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science Revista Brasileira de Ensino de Ciência e Tecnologia articulação giroux-cts teoria crítico-progressista educação em ciências |
| title | The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science |
| title_full | The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science |
| title_fullStr | The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science |
| title_full_unstemmed | The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science |
| title_short | The CTS approach and the critical theory of Henry Giroux: pathways to a transformative education in science |
| title_sort | cts approach and the critical theory of henry giroux pathways to a transformative education in science |
| topic | articulação giroux-cts teoria crítico-progressista educação em ciências |
| url | https://periodicos.utfpr.edu.br/rbect/article/view/10098 |
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