RISK EDUCATION: ELEMENTS TO PROPOSE MORE COMPLEX SCIENCE CLASSES
Abstract
The present work discusses possible elements related to the theme of risk that can support the development of an adjunct science class from the perspective of complexity. To this end, risk is taken from the sociological point of view, considering that our society is in a phase in which the risks produced by capital and distributed to the poorest prevail over the wealth produced, and that is necessary to develop a culture of risk mitigation and prevention. In parallel, complexity shows us that it is necessary to consider the impact of other areas besides the school at the time of construction of scientific knowledge, whether from environmental, social, economic or other sources, such as previous knowledge. In this sense, knowledge is built as a web, in which each node is composed of elements that allow the development of a more comprehensive and well-structured knowledge. Thus, to understand the influence of risk in science classes, it is analyzed, through Discursive Textual Analysis (DTA), scientific works with proximity to risk in reference journals in the area of Teaching, in search of links between risk and didactic proposals. In addition, ATD also investigates the vision of teachers of public high schools to understand their conceptions of risk and possible situations that may contribute to the construction of classes, with a special focus on the idea of risk perception. Finally, a possible class proposal is elaborated based on the confluence of the previous analyses with water as a theme.
Keywords: Risk education; complexity; science teaching; risk perception.