HISTORICAL-CRITICAL PEDAGOGY AND THE INTERNATIONALIZATION OF THE NATURAL SCIENCES CURRICULUM: A LOOK AT TEACHER TRAINING

This article proposes a discussion on Historical-Critical Pedagogy supported by the internationalization of the natural sciences curriculum as an instrument to enhance scientific production. In this way, it aims to highlight the knowledge of teachers in that area in relation to the internationalization process, using the aforementioned pedagogy as a pillar in the construction of the proposed reflections. The methodological path of this work is based on the aforementioned pedagogy aligned with the case study, presenting a quantitative-qualitative approach. Regarding the data analysis method, document analysis was used. From the application of the questionnaire, it was evident that teachers develop a pedagogical practice based on problem solving based on themes linked to global citizenship, virtual education, cultural diversity among other themes which, aligned with Historical-Critical Pedagogy, acts as an instrument that strengthens scientific knowledge and social transformation.