Fome: Da exclusão social às exigências curriculares para o ensino de Ciências da Natureza.

Abstract

Hunger is a social problem derived from the way in which the capitalist economic system is articulated, to privilege the interests of large corporations, therefore, privileging the ruling class - through the accumulation of income, overexploitation of workers and natural resources, as well as the precariousness of labor relations, among others –. However, to maintain this hegemony, many behaviors are taken by the repressive forces of the State, as well as by the ideological forces that understand the level of consciousness, using education as one of their "tools", specifically banking education in which the student, who is considered passive in the educational process, receives deposits and impositions; the educator sometimes becomes a mere executor of pre-established documents. Education from the Freirean perspective seeks to overcome the oppressor-oppressed relationship, aiming for a fairer, more democratic, and egalitarian society. Therefore, it is based on a methodology that seeks limit situations and meaningful speeches, in which social contradictions can be identified from which the generating themes are extracted by an interdisciplinary team and the contents that show the relationship between local reality are sought, micro and macrosocial, overcoming fragmentation towards totality. Therefore, this dissertation has as a research problem to investigate in what perspective the hunger theme has been worked on in Paulista Curriculums and in textbooks proposed for 2020 by different publishers, focusing on the teaching of Science and Biology, verifying whether they promote a fatalistic view or an understanding of the totality, as well as how the Freirean pedagogy contributes to the understanding of the theme. As a general objective, we sought to identify how the hunger theme is addressed in the different materials already mentioned, as well as to understand the perspectives of educators and students on the theme and what the possible contributions of the Freirean perspective to approach the theme. As specific objectives, we sought to identify, describe, and analyze how the topic is approached, as well as identify and describe how educators and students assess it and, finally, propose suggestions based on the Freirean perspective. The main references used were Freire (1987); Freire (1996); Silva (2004); Ziegler (2013) and Vasconcelos (2005). Qualitative research was used, and the research technique used was semi-structured interviews and document analysis, based on dialectical historical materialism and critical discourse analysis (FAIRCLOUGH, 2001), focusing on three main Freirean categories: authentic praxis, politics, and historicity. The results show that, covered by supposedly democratic discourses, the Curriculum imposes “skills and competences” established by specialists, and the teaching materials accompany them as it is a prerequisite for selection. The documents do not meet the selected categories, there is still a perpetuation of the order and interests of capital, in which hunger is treated superficially, which makes awareness unfeasible, consequently the struggle for social transformation, as well as in the speech of educators and students, potential limit situations were identified to work on hunger as a generative theme.