Ciências naturais no ensino fundamental : o Pantanal Mato-Grossense como ambiente de ensino e aprendizagem

• Ano de defesa: 2019
• Autor(a) principal: Morigi, Eliane
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Ensino de Ciências Naturais; Conceitos químicos; Pantanal Mato-Grossense; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Teaching of Natural Sciences; Chemical concepts; Mato-Grossense Pantanal
• Link de acesso: http://ri.ufmt.br/handle/1/3130

The present study investigated possible contributions of the Mato Grosso Pantanal context as a potential environment for teaching and learning of scientific concepts in the area of Natural Sciences/Chemistry. For that, a didactic-pedagogical proposal was elaborated and developed for the 9th year of elementary school, where the subject teacher of the research evaluated the teaching stages developed and the learning of concepts that the Pantanal Mato Grosso context provided to the students. For the methodological development of the research and with the purpose of answering the guiding question, we delineated a research with a qualitative exploratory approach, with case study elements, supported fundamentally in the works of Bogdan and Biklen (1994) and Yin (2015). The analyzed sources were the Educational Policy Project of the school, and the didactic work of Sciences for elementary education, denominated Project Araribá. In addition, as a way of triangulating the results, we conducted interviews with the teacher, subject of this research. The theoretical foundation from which this research was structured, is based on the studies on the teaching of Natural Sciences in Brazil elaborated by Krasilchik (1987, 1992, 2000), Auler; Delizoicov (2001), Rosa (2005), Chassot (2006), Untar (2008), among others. In relation to the approach to contextualization, Science, Technology and Society (CTS), we seek support in Brito (2008), Santos and Schnetzler (2010), Santos and Auler (2011). Still, Delizoicov, Angotti and Pernanbuco (2002), contribute with suggestions of pedagogical practices of thematic approaches of the scientific concepts. Discussions about textbooks, their importance for education in Brazil and their theoretical-methodological problems, are approached from studies by Mortimer (1988), Núñez et al. (2003), Turin (2013), and Rocha (2018). The results of the documents analyzed point to converging and dissonant points between the School's Political Pedagogical Project and the chosen textbook. They converge in the contemporary theoretical basis, in the pedagogical proposal that promises an interdisciplinary approach and in the characteristics which focus CTS approach to teaching and learning, but they are dissonant in the application of the evaluation proposal, in the pedagogical proposal that most resembles the multidisciplinary rather than the interdisciplinary approach. in the theoretical basis of teaching with a focus on Science, Technology and Society, suggesting to the school a synchronized rethinking in the categories analyzed. The theoretical reference and the results of the interviews indicate that the Mato Grosso Pantanal has characteristics that make its context propitious to approach the concepts of Natural Sciences/Chemistry in elementary education and present evidence of potential for work in an interdisciplinary perspective of the contents of Chemistry, Physics and Biology. In this sense, the research contributes to the teaching and learning in the elementary school, giving rise to much debated issues, such as theory and practice, but little explored, in relation to the scientific concepts and the context of the students’ experience, in the specific case of the Sciences and the Mato Grosso Pantanal.