Abstract
Researches indicate a multiplicity of understandings and uses of the concepts of Problem and Problematization in science education. This paper presents a study conducted from the planning of an educational proposal called "Situation of Study," which sought to characterize and discuss senses and meanings produced by teachers about these concepts. Using a discursive textual analysis, three senses and meanings of the Problem were characterized: (a) one that expresses the totalities - local and global; (b) another that concerns recognition of the environment - environmental problems; and (c) one that reveals becoming aware of an environmental problem. Meanwhile, problematization was addressed as: (a) a process that can give potential to curricular change; and (b) as a process that stimulates experimental practices. In this way, the "Situation of Study" method offers important contributions that emphasize the need for collective construction of curriculum through (re)planning and (re)signification of school practices.
Keywords:
Science education; Problematization; Teacher education; Situation of study; Collective construction; Curriculum.