THE CONSTRUCTION OF SCHOLARLY SCIENTIFIC KNOWLEDGE: TRANSITIONAL LEVELS IDENTIFIED AS OF THE STUDENTS´S IDEAS
ABSTRACT: The school has been incorporating discussion about socio-environmental issues due to curricular guidelines or media pressures. The way they are treated differ significantly, either from the point of view of the strategies used or from the very conception of science. In the latter case, there is a certain concern to indicate the perspective of complexity as guiding element of this reflection. Considering these presuppositions and worried as learning has been established in this context, this article investigates the “evolution” of the ideas of the students of the High School when participating in a proposal of classes on Global Warming. From the results, based on the transition hypotheses, it was possible to identify the paths of students’ ideas when faced with increasingly complex situations. It is noted that the system of ideas, which include positions on the environment, are very dynamic, so that they reach different levels of learning at different times. Thus, in this process there are spaces for the student to transform his reductionist thinking into a more critical, complex and reflexive one, to the point of developing political, cultural, economic, social, and other responsibilities.