Ensinar Química por meio de alimentos: possibilidades de promover alfabetização científica na educação de jovens e adultos
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Data
2014-08
Autores
Orientador
Oliveira, Eniz Conceição
Banca
Oliveira, Eniz Conceição
Del Pino, José Claudio
Pizzato, Michelle Camara
Rehfeldt, Márcia Jussara Hepp
Martins, Silvana Neumann
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Resumo
A dissertação ensinar Química por meio de alimentos: possibilidades de promover alfabetização científica na educação de jovens e adultos teve como objetivo verificar se o desenvolvimento de uma proposta curricular diferenciada contribui para que estudantes jovens e adultos construam aprendizagens significativas ao estudarem Química. Os aportes teóricos que sustentam a pesquisa discutem as seguintes temáticas: a construção do conhecimento, o processo de ensino e suas estratégias, a aprendizagem cognitivista, a teoria da Aprendizagem Significativa, o histórico e as características da Educação de Jovens e Adultos (EJA) e a necessidade de promover a Alfabetização Científica. A pesquisa, de caráter quali-quantitativo, envolveu uma turma de primeiro ano do Ensino Médio do Centro de Educação de Jovens e Adultos “15 de outubro”, de Barra do Bugres – MT. A elaboração da estrutura curricular que permeou as aulas foi fundamentada na abordagem Ciência, Tecnologia e Sociedade (CTS), e a metodologia empregada foi na vertente construtivista. Para a realização deste estudo, adotou-se a pesquisa-ação que permitiu adequar as estratégias de ensino às reações dos participantes e que possibilitou investigar as aprendizagens que contribuíram para a construção do conhecimento. Os instrumentos de coletas de dados utilizados ao longo do estudo foram três questionários. Também foi utilizado o diário de bordo para registrar as atividades desenvolvidas. Utilizou-se a metodologia da Análise de Conteúdos, proposta por Laurence Bardin, para analisar os resultados. Para os aspectos quantitativos, as categorias pré-estabelecidas foram: interesse, significação e transposição para resolução de situações problemas. Dos aspectos qualitativos emergiram cinco categorias: dificuldades apresentadas ao estudar química; avaliação das estudantes sobre a proposta de ensino; aspectos considerados mais significativos no estudo; sugestões de mudanças para práticas futuras e contribuições da prática pedagógica vivenciada. A troca de experiências serviu para enfatizar a importância social de cada cidadão na busca por qualidade de vida. O uso de materiais concretos contribuiu para a compreensão dos conceitos da Química que muitas vezes são abstratos. Constatou-se, também, que o ensino de Química por meio dos alimentos pode ser uma possibilidade de promover Alfabetização Científica na EJA, uma vez que houve crescimento no interesse pelo estudo, significação dos conteúdos e transposição dos conhecimentos construídos nas aulas para resolução de situações problemas.
The purpose of the dissertation teaching Chemistry through foodstuffs: possibilities of promoting scientific literacy in youngster and adult education is to check whether the development of a differentiated curricular proposal contributes in favor of youngsters and adults building significant learning when studying Chemistry. The theoretical foundations on which the research is based discuss the following themes: construction of knowledge, the teaching process and its strategies, cognitive learning, the Theory of Meaningful Learning, background and characteristics of Youngster and Adult Education (YAE), and the need to promote Scientific Literacy. The research is of a qualitative-quantitative character and involved a class from the first year in Intermediate Teaching at the “15 de outubro” Youngster and Adult Education Center in Barra do Bugres – MT. The elaboration of the curricular framework that permeated the classes was based on the Science, Technology and Society (STS) approach and the methodology employed was from constructive sourcing. To carry out this study, research-action was adopted, allowing for the adjustment of teaching strategies to the reactions of the participants, which made possible the investigation of the items of learning that contributed to constructing knowledge. The data collection instruments used throughout the study were three questionnaires. A log book was also used to record the activities developed. For result analysis, the Content Analysis methodology proposed by Laurence Bardin was used. As to the quantitative aspects, the predefined categories were: interest, meaning and transposition for solving problem situations. From the qualitative aspects, five categories emerged: difficulties presented when studying Chemistry, student evaluation on the teaching proposal, aspects deemed more meaningful in the study, suggestions for changes for future practices and contributions from the pedagogical practice experienced. The exchange of experiences served to emphasize the social importance of each citizen in the pursuit of life quality. The use of concrete materials contributed to the understanding of Chemistry concepts, which oftentimes are abstract. It was also found that the teaching of Chemistry through foodstuffs can be a possibility to promote Scientific Literacy in the YAE, since there was an increase in the interest for the study, meaning of the contents and the transposition of the knowledge constructed in classes for solving problem situations.
The purpose of the dissertation teaching Chemistry through foodstuffs: possibilities of promoting scientific literacy in youngster and adult education is to check whether the development of a differentiated curricular proposal contributes in favor of youngsters and adults building significant learning when studying Chemistry. The theoretical foundations on which the research is based discuss the following themes: construction of knowledge, the teaching process and its strategies, cognitive learning, the Theory of Meaningful Learning, background and characteristics of Youngster and Adult Education (YAE), and the need to promote Scientific Literacy. The research is of a qualitative-quantitative character and involved a class from the first year in Intermediate Teaching at the “15 de outubro” Youngster and Adult Education Center in Barra do Bugres – MT. The elaboration of the curricular framework that permeated the classes was based on the Science, Technology and Society (STS) approach and the methodology employed was from constructive sourcing. To carry out this study, research-action was adopted, allowing for the adjustment of teaching strategies to the reactions of the participants, which made possible the investigation of the items of learning that contributed to constructing knowledge. The data collection instruments used throughout the study were three questionnaires. A log book was also used to record the activities developed. For result analysis, the Content Analysis methodology proposed by Laurence Bardin was used. As to the quantitative aspects, the predefined categories were: interest, meaning and transposition for solving problem situations. From the qualitative aspects, five categories emerged: difficulties presented when studying Chemistry, student evaluation on the teaching proposal, aspects deemed more meaningful in the study, suggestions for changes for future practices and contributions from the pedagogical practice experienced. The exchange of experiences served to emphasize the social importance of each citizen in the pursuit of life quality. The use of concrete materials contributed to the understanding of Chemistry concepts, which oftentimes are abstract. It was also found that the teaching of Chemistry through foodstuffs can be a possibility to promote Scientific Literacy in the YAE, since there was an increase in the interest for the study, meaning of the contents and the transposition of the knowledge constructed in classes for solving problem situations.
Descrição
Palavras-chave
Ensino de Química; Aprendizagem significativa; Proposta curricular; Alimentos; Estratégias de ensino
Citação
LEÃO, Marcelo Franco. Ensinar Química por meio de alimentos: possibilidades de promover alfabetização científica na educação de jovens e adultos. 2014. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, ago. 2014. Disponível em: http://hdl.handle.net/10737/811.