Curso técnico em eletrotécnica integrado ao ensino médio: a matemática na corrente da interdisciplinaridade

• Ano de defesa: 2018
• Autor(a) principal: Antonello, Suziane Bopp
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Bioquímica; UFSM; Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Matemática; Educação profissional; Ensino médio integrado; Interdisciplinaridade; Eletrotécnica; Aprendizagem significativa; Campos conceituais; Mathematics; Professional education; Integrated secondary education; Interdisciplinarity; Electrical engineering; Meaningful learning; Conceptual fields; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/18663

This thesis has as its theme, interdisciplinarity and the teaching of Mathematics in Integrated Secondary Education. It defends this type of teaching in the face of countless debates in regards to the new reforms to secondary school. The study has as a general objective to obtain signs of meaningful learning of Mathematical concepts through the use of interdisciplinary policy, from situations explored in the Technical Course in Electrical Engineering Integrated with Secondary School. With a qualititive approach, the study used ethnographic and case studies. Participant feedback, in-depth interviews and document analysis were performed, as well as classroom visits during the academic year of 2017. As references, the following were used, the Theory of Meaningful Learning by David Ausubel, the Theory of Conceptual Fields by Gérard Vergnaud and interdisciplinarity. The investigation reached the conclusion that there is a need, on the part of teachers, to know the peculiarities, characteristics and concepts of the course. It can be said that interdisciplinarity acts in Integrated Secondary School as a means by which integration occurs, while being subject to the interdisciplinary policy used by the teacher, with engagement of the adminstration to offer the pedagogical support that the teacher needs and by the terms established in the pedagogical mission of the institution, which possesses full independence in its formulation. The institution, in the administrative role, needs to make available instances amongst the teachers to develop there lessons. For there to be an integration between subjects, it is important that the teachers take notice of the planned content of other course subjects in their totality to help in joint planning, which increases the importance of a pedagogical degree for the teachers, since this can help lessen the challenges of the teaching profession. Interdisciplinary work should be based on dialogue and present itself as an endless journey of experiences, to be made on the way to interdisciplinarity. There are interdisciplinary proposals that have been being developed in the course that have shown themselves as differential and diversified experiences that help shape students to be creative, inquisitive and prepared for academic or professional life. The study also showed that the Integrated Secondary School is an alternative to Secondary School, which is supported by the course’s historical success. There is a high demand in the regional community, even though it still needs more propagation in regards to the offered opportunities; all of its students have an expectation to enter into the working world, or continue studying in the area of their choice; the teachers are qualified and enjoy some of the best work conditions to perform their duties; the institution incourages students and teachers to capacity, promoting actions of various natures. The methodological actions were developed in a class of first years and bases itself on situations looking to meaningful learning and on the interdisciplinary flow. Approaching the planned content through the building of knowledge, integration and exploration of the subject of Electral Engineering I provided meaningful learning, because the student percieved the existing relations between the areas and their applications. The results were satisfactory because proof of meaningful learning was collected: the students showed themselves to be inclined to learn and the teacher intended to reach this favorable disposition within the students. More over, they recognized the importance of the differentiated work, increased vocabulary and the capacity to articulate the new propositions. Previous knowledge was considered and examined, and the material was developed to be potentially meaningful. Working with the subjects en masse with dialogue amongst the teachers, contributed to the studenst acquiring a global comprehension of the world, helping them to articulate their knowledge and act critically. These results present themselves as a catalyst to stir the discussions about Professional Education, Integrated Secondary School and interdisciplinarity, all of which require studies, research and actions that involve production of knowledge in several areas and that should be steadfast in an institution that values quality education.