PARTICIPATORY METHODOLOGIES IN THE APPROACH SOCIOSCIENTIF ISSUES: CONSIDERATION ABOU THE DIALOGUE

Abstract

The characteristics of socioscientific issues (SSI) require that the teaching and learning methodology used for their development allows then to express and make concrete their educational objectives, as well as favor the protagonism of the subjects participating in the educational process; therefore, there is an approach to methodologies of teaching and learning participatory, problematizing and collaborative, here called participatory methodologies (PM). From the theoretical assumptions of SSI and PM it is clear that the element that brings then together is dialogue. Thus, in order to contribute to this discussion and the certainty that they are still a challenge to analyze and propose r methodological models and techniques used for the development of SSI  analysis in educational actions, aims to present a matrix methodology, taken as a PM , which was elaborated and used in the SSI approach in a teacher training process, highlighting dialogue as an element of approximation between SSI and PM. To this end, three educational objectives favored by dialogue are elucidated: a transposition from naive awareness to critical awareness, a concretization of interdisciplinarity and a promotion of the learning of scientific knowledge.