Sequência didática sobre soluções para EJA: condições de produção e uso em sala de aula

• Ano de defesa: 2017
• Autor(a) principal: Aline Chein Guimaraes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Ensino por Investigação; Educação de Jovens e Adultos; Soluções; Educação; Quimica Estudo e ensino; Educação de adultos; Ciência Estudo e ensino
• Link de acesso: http://hdl.handle.net/1843/BUBD-AWFG3G

The Educação de Jovens e Adultos EJA (Youth and Adult Education) covers students who have been away from school for a long period of time and who often show some resistance to disciplines, such as Chemistry, because they consider that such disciplines do not have much practical application in their lives. Faced with this scenario, it is increasingly important to create inquiry teaching proposals that use a contextualised approach to curricular content, which may stimulate the interest and participation of these students. In the process of appropriating concepts in the classroom, it is necessary that the students be placed in a situation where they can express themselves. We believe that, in the movement of confrontation and interpretation of their own ideas, and the ideas of others, new appropriations of concepts and the production of other meanings for certain terms arise. The present work seeks an approximation between the studies of the language and the studies related to the learning in sciences. In an attempt to contribute to the understanding of the process of appropriation of scientific concepts and conceptual elaboration related to the content of Solutions, this work had the objective of elaborating, applying and rework a didactic sequence, whose main theme is isotonic solutions, in a classroom composed by EJA students from a school in Belo Horizonte, and analyze its use in the classroom.