Relações entre a matemática e a física numa perspectiva interdisciplinar: um estudo exploratório com viés na aprendizagem significativa

• Ano de defesa: 2018
• Autor(a) principal: Brauner, Elisangela
• Tipo de documento: Dissertação
• 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: Interdisciplinaridade; Aprendizagem significativa; Matemática e física; Interdisciplinarity; Meaningful learning; Mathematics and physics; CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/18751

The present research describes an exploratory study that sought to investigate possible conceptual relations between Mathematics and Physics in different contexts: in dissertations and theses, in papers published in national events, in the areas of Science and Mathematics Education, in the current legislation (Curricular Guidelines and BNCC) and at school, central axis of research. The search for such conceptual relationships in the school context (1st year of high school) was carried out through a qualitative research, ethnographic type, characterized by participant observation, in-depth interview and documentary analysis. In the current education legislation in our country the orientation is for an education focused on interdisciplinary, contextualization and research. In the research of the ethnographic type carried out in the context of a state school of Santa Maria-RS it was verified in the documentary analysis that the political pedagogical plan contemplates an approach in the knowledge of the students in a contextualized and interdisciplinary way. In the bibliographic analysis of textbooks of mathematics and physics with criteria based on PNLD 2015 Physics, it was verified that the book of mathematics of Luiz Roberto Dante V.1 is the one that approaches situations closer to physics. In the participant observation, on average 30% of the classes were evaluative activities, due to the strike that occurred in the year of the observations. In the interviews with the teachers of the afternoon shift of the investigated school, it is noticed that there is no specific time in the school for planning among the teachers; being one of the difficulties of the teachers to carry out interdisciplinary activities. In the interview with the teachers of mathematics and physics that complemented the data of the questionnaire it is necessary a planning, dialogue between the teachers to carry out interdisciplinary activities. Teaching activities are necessary for the learner to show signs of meaningful learning, relating the content observed with their life. In addition to research investigating how public policies are being developed for teacher appreciation.