SPACES TO DISCUSS ASPECTS OF CRITICITY AND COMPLEXITY IN PERSONAL METHODOLOGICAL MODELS
This work investigates the school practices of teachers and undergraduates by Personal Methodological Models (MMP). The intention is to find spaces in the MMP to insert aspects of criticity and complexity, which may promote classes more concerned with social, cultural, historical issues, among others, as well as the reality experienced by the student. Methodologically, the MMP of participants in courses taught at the Federal University of ABC were studied, with four categories emerging from Content Analysis. The results showed that a large part of the MMP reflects a strict concern with school scientific knowledge; others point to the need to use different strategies to teach; and, still, there are those who indicate the need to contextualize science classes. From these MMP, some teaching practices were contextualized, incorporating more complex and critical parameters, for example, sociocultural and environmental aspects and more open and dynamic conceptual content.