Abordagem temática Freiriana no PIBID: prática docente no ensino de Ciências

Abstract

This article discusses the application of the Freirean Thematic Approach in the context of the Institutional Scholarship Program for Teaching Initiation (PIBID), focusing on the teaching of Science and Mathematics in public schools in Ceará. The main objective is to investigate how the theme-based approach, grounded in the Three Pedagogical Moments proposed by Delizoicov (2002) from Paulo Freire's perspective, contributes to contextualized and liberating learning, which promotes awareness and transformative action, making scientific knowledge an instrument for transforming students' reality. The research is justified by the need to rethink traditional pedagogical practices and promote methodologies that favor student protagonism and social transformation. The adopted methodology was qualitative, based on bibliographic research and content analysis of the experiences lived by PIBID scholarship holders, using authors such as Freire (1996, 2014, 2021). Delizoicov, Angotti, and Pernambuco (2002, 2011), Bardin (2016), among others. The data were collected through questionnaires applied to undergraduate students, who reported challenges and potentialities of working by themes, highlighting the importance of interdisciplinarity, contextualization, and student engagement. The results show that the Thematic Approach favors the development of critical thinking, reflection, and social and environmental awareness, despite difficulties in content selection and planning of teaching sequences. It is concluded that this methodology enhances the training of future teachers and broadens the reach of educational practices, recommending its incorporation into initial and continuing teacher education to strengthen the teacher's role as an agent of change.