The present work uses the methodology of the generating themes and a proposal to use some
didactic resources to work on a generating theme that emerged through a thematic investigation.
According to one of the greatest educators in history, Paulo Freire had the vision of an education
that frees individuals through “critical, transformative and differential awareness, which
emerges from education as a practice of freedom, the construction of the meaning of education
for Paulo Freire it is based on dialogicity and problematization of the reality experienced and
the social contradictions experienced by the students and these are portrayed through the
generative themes. If you get a generating theme, according to him, it occurs through a thematic
investigation. Delizoicov (1990) systematized thematic investigation in five stages: 1st -
preliminary reality survey, 2nd - analysis of situations and choice of codifications, 3rd -
thematic investigation circle, 4th - Thematic reduction and 5th - development of the program
in the classroom . In this perspective, the focus of this work was to evaluate how the use of
generating themes could contribute to the teaching-learning process of students in high school.
The construction of the data had been obtained through interviews and questionnaires applied
to the classes. The results of the first two stages proposed by Freire (2020) and systematized by
Delizoicov (1990) emerged on the following themes: drugs, health, work and education. In the
3rd stage, these issues were discussed with students in order to choose the most significant one,
which was "Drugs". From this generative theme, it was selected how such contents of the
“drugs” theme would be worked on (4th stage, thematic reduction). Based on the steps, the
generator theme emerged through presentations by the group of participating students, through
several different didactic resources between two high school classes in a public school in the
city of Manaus, AM, Brazil. The data of this research were collected through the initial
questionnaires and a report of final experience, proposed to the groups and analyzed through
the content analysis of Bardin (1994). The results generated from this work show that the use
of the methodology of the generating themes, favors the teaching of Chemistry, as well as a
more critical and citizen education of students.
|
