Abstract

DE-CARVALHO, Roberth  and  MATEI, Ana Paula. Crossing Physics contents in High School: the greenhouse effect caused by livestock-farming. Ciência educ. [online]. 2019, vol.25, n.1, pp.255-266.  Epub Jan 02, 2019. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320190010016.

Crossing contents on Natural Science demands careful pedagogical work for contextualizing with the student’s experiential reality. In this regard, in order to organize a didactic sequence in Physics Teaching, a strategy has been deployed to develop the critical awareness of a group of High School student taking classes at night. A socio-environmental question was chosen: the greenhouse effect caused by livestock-farming. With a qualitative approach and participant research, a Cross Pedagogical Action Plan (CPAP) was applied in a public school in Blumenau, Santa Catarina, from which the socio-environmental representations of students were elaborated on. It was concluded that the pedagogical work of organizing the teaching sequence provoked techno-scientific discourses by students’ language transitions about the consumption of animal products, generated by livestock-farming, thus forming critical conceptions for an active and participatory citizenship.

Keywords : Cross-curricular teaching; Physics teaching; Greenhouse effect; Secondary school; Livestock-farming.

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