A more critical view about events in our reality requires a scientific school training guided by a more complex and reflective perspective. It occurs when considering the Complexity Dimensions in specific educational contexts, teaching-learning process, and epistemology, incorporated into a more open and dynamic scientific education approach. Acknowledging these assumptions, this publication identifies and analyzes aspects of complexity (i) in a scientific education approach for Physics classes on climate issues; and (ii) in the impressions about approaches of high school teachers. The elements of Content Analysis are contemplated to organize and interpret the data. From the results, it is highlighted that there is a potential in the aspects of complexity when incorporated in classes proposals, to bring science teaching closer to the subjects’ reality, in particular, because there is an opening to a more participatory and creative reflection, based on different spheres of knowledge – scientific, daily, cultural, political, economic, among others. It is also noted that the intentions projected by the researchers are fragile since a large part of the strictly conceptual knowledge is suppressed in the basic school’s teaching analysis about the learning of their students.
Keywords
Environmental Physics Teaching; Risk; Complexity Dimensions
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