FLEX-AS: ESTRATÉGIA DIDÁTICA PARA O ENSINO DE CIÊNCIAS NAS PERSPECTIVAS DA aPRENDIZAGEM SIGNIFICATIVA E FLEXIBILIDADE COGNITIVA

This study is a segment of a broader research project aimed at identifying connections between the Theory of Meaningful Learning (TML), its critical perspective (CML), and the Theory of Cognitive Flexibility (TCF). Based on this dialogue, the study sought to design a didactic strategy for science teaching in basic education to facilitate the promotion of meaningful and critical learning. Analyzing the principles of these theories led to the identification of five points of convergence, or descriptors, namely: Emphasis on Knowledge Construction, Relevance of Prior Knowledge, Focus on Deep Understanding, Contextualized Learning, and Learning Progressivity. These descriptors guided the development of a didactic strategy for science teaching. The strategy, titled FLEX-AS, consists of four stages: Planning, Preparation, Experience, and Evaluation. Each stage is detailed and theoretically and methodologically grounded. Reflections on the creation of FLEX-AS demonstrated the conceptual coherence of integrating the underlying theories into a less theoretical and more practical framework for educators.