Integração curricular a partir do encontro de saberes de Química e Informática na perspectiva da teoria da objetivação

• Ano de defesa: 2024
• Autor(a) principal: Felipe, Delmir da Costa
• Orientador(a): Gobara, Shirley Takeco
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Ensino de Química; Ensino Médio Integrado; Educação Profissional
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/8691

In the teaching of Chemistry, as in other subjects of basic and professional education, there are few initiatives to work on knowledge in an integrated way in the classroom. This fact is directly related to our context and research locus, the Instituto Federal de Mato Grosso do Sul (IFMS), as in its Plano de Desenvolvimento Institutional (PDI) there is guidance to encourage the development of research and collaborative projects aimed at for the integration of the contents of curricular subjects. Considering the possibility of working on two disciplines in an integrated manner and that initiatives that promote the integration of disciplines on the IFMS - campus Campo Grande are rare, in 2021 we began research whose objective was to analyze the possibilities and limits of a Teaching and Learning Activity (AEA), developed based on the Theory of Objectification (TO), for curricular integration between the disciplines of Chemistry and Web Development, with a view to materializing knowledge from both disciplines and transforming students. To develop this proposal, we used the TO as a theoretical-methodological framework. Characterized as qualitative research, it was developed and organized in six phases: 1 – origin and choice of the theme for the preparation of the research project; 2 - survey of works to build the state of knowledge, aiming to discuss existing productions on the topic; 3 - organization of the research, planning and application of an AEA, and carrying out a pilot test to seek to improve the research instrument; 4 - AEA planning with task outline incorporating the adjustments observed in the pilot; 5 – implementation of AEA in the classroom in the researcher's own class and 6 – transcriptions of the interactions of some groups and analysis of the data produced and collected from the choice of relevant episodes and the other data, according to TO own methodology. The results obtained in relation to the pilot project and the final research proposal, with the analysis of three groups (1, 5 and 7), provided evidence that AEA, planned and developed from the TO perspective, contributed to curricular integration, through knowledge related to the topic of pesticides used for the collective production of a dynamic hypertext or web page. These results were obtained based on the analysis of relevant episodes and the analysis of the completion and delivery of the final production, in which we showed evidence of the objectification process of the students, of the groups analyzed, in relation to the knowledge of both disciplines. And, also, due to the results of the interaction process of the students in the analyzed groups, in which it was possible to observe signs of the subjectivation process in the manifestations of respect towards each other, mutual collaboration and help in individual difficulties between the components group and between students from different groups. Respect for the environment related to the use of pesticides was also observed, suggesting the suitability of AEA to promote learning and contribute to integrating the contents of common core subjects, in this case Chemistry, with those of the technical core, Web Development.