O que fica das aulas de ciências?: reflexões sobre as memórias escolares de adultos que não seguiram carreira científica

Abstract

Why should we teach Science? There is a discussion about why science is part of the school curriculum, and its importance. Thomas and Durant (1987) developed five arguments for why Science education (economic, social, cultural, democratic and utilitarian arguments). Recognizing that, Millar (2003) debated these arguments, finding limitations in each one of them, save the cultural argument. This argument proposes that knowledge is a way for access the beauty of the world, somehow, and it is in this question that Science and teaching can be fit together. In this way, it is intended to understand what was important in Science classes for people who did not follow scientific career, through the reports of memories of Science classes. Five people were interviewed, theirs reports were transcribed and related to each other, with the aim of produce reflections that go through these narratives. From that, four axes of analysis were highlighted: remembered subjects, reference teacher, class and/or teacher didactics, and aspects that made the class memorable. As from analysis axes, were discussed the common parts of the interviews. Based on the aspects of the classes, the teachers, and the methodology they adopted, it is intended to create and teach classes that mark the students; memory, adapting the classes and methodologies for each class and people, since there is no class or teacher standard to be followed.