Fundamentos para uma proposta de ensino histórico-crítica sobre energia nuclear a partir do Programa de Desenvolvimento de Submarinos (PROSUB)

Abstract

This paper aims to contribute to the foundation of a historical-critical teaching proposal on nuclear energy for high school, taking the Brazilian Navy Submarine Development Program (PROSUB) as a social practice object and the teaching method of historical-critical pedagogy as a pedagogical foundation. This is an exploratory, quantitative and qualitative research, that through a literature review and online questionnaire as a research tool, search to collect impressions of science teachers of basic education about their teaching practices, about PROSUB and historical-critical pedagogy as a critical theory of education. From the analyzes and reflections obtained in the literature review and in the teacher’s responses, we conclude that to support a historical-critical teaching proposal on nuclear energy, the teacher must be able to: understand the historical and ontological nature of educational task through historical-dialectical materialism as a philosophical foundation; knowing how to organize in an articulated and intentional way, the multiple determinations constituting the dynamics, of procedurality and contradictions of nuclear energy as teaching content and social practice, and have a full and safe knowledge of the teaching method of historical-critical pedagogy as a pedagogical practice. As an imposition of historical-critical teaching on school education, it is up to the teacher the task of mediating of the signs between socially systematized scientific knowledge and the student, making sure for both, the synthetic apprehension of social relations