Um olhar para o corpo humano na perspectiva da educação em ciências, da cultura e das competências socioemocionais

• Ano de defesa: 2021
• Autor(a) principal: Santos, William José dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós Graduação em Ensino de Ciências; Cruzeiro do Sul
• Palavras-chave em Português: Corpo humano; Ensino de ciências; Currículo e competências socioemocionais; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4041

Contemplating the skills of self-care and self-knowledge through the study of the human body in Science Education is of paramount importance for the subject's selfdevelopment in its entirety, which contributes to their quality of life within the sociocultural context. Socio-emotional issues can interfere with the students’ learning process and cause high or low performance in their school activities. In this sense, the teacher is faced with situations of socio-emotional discomfort from the students, generating some anguish and some questions about their role as mediator. From what is taught in schools about the human body, taking as reference the thematic axis of life, environment and health in the São Paulo City Curriculum, the following question arose: how can we relate the socio-emotional competences of self-care and self-knowledge, foreseen in the Curriculum of the City of São Paulo, with the cultural aspects and the content Human Body worked in Science Teaching through the City Notebook Knowledge and Learning? This qualitative research, of documentary analysis type, is justified by the importance of science teaching for the approach to mental health, particularly in classes dealing with the human body, and for the development of students' self-knowledge and self-care skills in their context sociocultural. The objective of which was to relate Science Education, especially the study of the Human Body, with the aspects of Culture and Socioemotional Competencies provided for in the São Paulo City Curriculum. The results obtained with the analysis of the São Paulo City Curriculum showed that the socioemotional skills of self-knowledge and self-care are explicitly contemplated throughout the units and didactic sequences about the human body, when dealing with body anatomy and physiology, in a biomedical approach , when referring to health care and illness, however, emotional issues are treated implicitly and in few activities, when addressing the understanding of feelings, leaving these gaps for the teacher to pay attention to developing them through other subsidies within their teaching practice. We understand that it is possible for the science teacher to act as a mediator between science teaching and improving the quality of students' mental health by working with the human body in a broader view that it has, relating the physical, emotional and socio-cultural perspectives in order to contemplate the needs of students in their social context based on scientific knowledge, since official documents support such actions.