THE INTERSECTION OF PAULO FREIRE AND LEV VYGOTSKY IN SCIENCE EDUCATION: A STATE-OF-THE-ART STUDY OF NATIONAL JOURNALS AND CONFERENCES

Abstract

We investigated the theoretical convergences between Freire and Vygotsky in science education, based on a literature review of national journals classified within the Qualis A1 to B2 strata, as well as proceedings from the National Meeting on Research in Science Education (ENPEC) and the National Meeting on Chemistry Education (ENEQ). The research is characterized as a state-of-the-art study and was guided by Discursive Textual Analysis. The results indicate that the connections center primarily on five themes: the role of context in human development, the understanding of the individual as a historical and social being, the centrality of language in concept formation, the roles of the school and the teacher, and the use of these theoretical frameworks in developing pedagogical proposals. The field of study linking these two frameworks is expanding, with a predominance of bibliographic research. The convergences between Freire and Vygotsky can be understood as complementary.