Thematic approach in science teaching: characterization of proposals for in high school

Abstract

This work aims to map pioneering initiatives related to the insertion of proposals to thematic approach in Physics, Chemistry and Biology Teaching, in high school. A literature review was carried out in event proceedings and Brazilian journals, considering the period from 2006 to 2011, defined from historical milestones related to the edition of National Curricular Parameters. For analysis, the localized studies were grouped according to the type of insertion that was denominated as expanded or punctual. Then, the proposals were depicted under two parameters: nature of the theme and purpose of scientific concepts. Among the results, it is predominant the punctual implementation, grounded on conceptual and contextual themes, in which the topic studied is generally determined by the scientific conceptualization. However, the analysis of these publications indicates that a broader understanding of school content seems to be emerging, which is not limited to the conceptual framework of the school disciplines.