Science education

interculturality, history, philosophy and sociology of science in teaching

Abstract

The extreme south region of Bahia faces significant challenges when it comes to teacher training, many of whom are not specialized in the areas they teach. This results in an educational model based on the "empirical-inductivist" conception of science, which disregards the relationships between scientific knowledge and society and the environment. Therefore, it is necessary to develop teaching strategies that encourage reflection on scientific practice and its relationships with society. In this sense, the Pedagogical Residency Program has been an important initiative, providing undergraduate students with practical experiences in basic education, including classroom teaching and significant pedagogical interventions. This article aims to highlight the potential of a Pedagogical Residency subproject, which lasted 18 months and was carried out in a public high school in the municipality of Teixeira de Freitas, in the extreme south of Bahia, which sought to incorporate aspects of Interculturality, History, Philosophy and Sociology in teaching. The results demonstrate the importance of contextualizing teaching to the historical, intercultural, philosophical and social aspects of science, as well as the relevance of the Pedagogical Residency for improving learning processes in the area of Natural Sciences.