Abstract
This paper investigates the role of Freirean problematization in the context of a pedagogical-didactic proposal based on the relations between Freirean Thematic Approach and Science Teaching by Inquiry (ENCI). We developed Sciences/Physics activities at a public school in the city of Itabuna, Bahia, Brazil, with students from Initial Years from the Elementary School, focused on the theme: "Rio Cachoeira: what water is this?", which emerged from a local problem experienced by the school community. Data were collected through audio recordings, teacher's diary and student productions and analyzed by Discursive Textual Analysis. It is noteworthy that the Freirean problematization contributed to structure to the Science/Physics activities from ENCI, and to enable the students to reflect on the problematic situations from their own reality, while exercised an investigative attitude towards the practical problems of science.
Keywords:
Problematization; Paulo Freire; Inquiry; Science teaching