A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água
Ano de defesa: | 2019 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Mato Grosso
Brasil Instituto de Física (IF) UFMT CUC - Cuiabá Programa de Pós-Graduação em Ensino de Ciências Naturais |
Programa de Pós-Graduação: |
Não Informado pela instituição
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Link de acesso: | http://ri.ufmt.br/handle/1/3103 |
Resumo: | This project was developed with students in the junior year of high school at the Major Otávio Pitaluga State School (EEMOP) in Rondonópolis – MT and had the aim of researching the use of the interdisciplinary class as a methodology for the learning of concepts of the theme water, having as strategy field study to promote the interaction between teachers, teachers and students, and students and the environment. The methodology developed was qualitative with a bias of action research. The assessment form embodied narrative of field observation, and the production of texts and didactic material, images, testimonies and reports. The results evidence the occurrence of learning and attitude changes, facts observed through the participation of the students. Among the students, 88% manifested their approval in this form of study in combination with other areas, even though among the group there was still a minority, around 12%, that did not interact with the method. Even so, it was perceived that this practice provided the students an increase of their own perception regarding the necessity of preserving such a primordial resource for the conservation of the human life and the environment. A field diary containing a guideline model for the implantation of this strategy was produced. In terms of interdisciplinarity, the proposal is being matured, with teachers working hard on emerging from their strict subjects to interact with the other areas and build knowledge beyond the fragmentation of the contents. Regarding the practice of working in an interdisciplinary way, the teachers report that it is a dynamic practice, which requires habit changes and that success depends on the involvement of each one, since it is not enough to discuss the theme, it is necessary to study and research other areas. A suggestion for future practices is to launch discussions about the proposal and leave the planning at disposal so that the colleagues know the various expected moments and can interact, contributing to the enrichment of the content and, jointly, construct new knowledge, which will shape the foundation for the exercise of conscious and responsible citizenship. |
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A interdisciplinaridade auxiliando a construir conceitos químicos com a temática águaInterdisciplinaridadeAula de campoÁguaEnsino de químicaCNPQ::CIENCIAS EXATAS E DA TERRA::FISICAInterdisciplinarityField studyWaterChemistry teachingThis project was developed with students in the junior year of high school at the Major Otávio Pitaluga State School (EEMOP) in Rondonópolis – MT and had the aim of researching the use of the interdisciplinary class as a methodology for the learning of concepts of the theme water, having as strategy field study to promote the interaction between teachers, teachers and students, and students and the environment. The methodology developed was qualitative with a bias of action research. The assessment form embodied narrative of field observation, and the production of texts and didactic material, images, testimonies and reports. The results evidence the occurrence of learning and attitude changes, facts observed through the participation of the students. Among the students, 88% manifested their approval in this form of study in combination with other areas, even though among the group there was still a minority, around 12%, that did not interact with the method. Even so, it was perceived that this practice provided the students an increase of their own perception regarding the necessity of preserving such a primordial resource for the conservation of the human life and the environment. A field diary containing a guideline model for the implantation of this strategy was produced. In terms of interdisciplinarity, the proposal is being matured, with teachers working hard on emerging from their strict subjects to interact with the other areas and build knowledge beyond the fragmentation of the contents. Regarding the practice of working in an interdisciplinary way, the teachers report that it is a dynamic practice, which requires habit changes and that success depends on the involvement of each one, since it is not enough to discuss the theme, it is necessary to study and research other areas. A suggestion for future practices is to launch discussions about the proposal and leave the planning at disposal so that the colleagues know the various expected moments and can interact, contributing to the enrichment of the content and, jointly, construct new knowledge, which will shape the foundation for the exercise of conscious and responsible citizenship.Este projeto foi desenvolvido com alunos do 2º ano do ensino médio da Escola Estadual Major Otavio Pitaluga (EMOP) em Rondonópolis – MT e teve como objetivo pesquisar o uso da aula interdisciplinar como uma metodologia para a aprendizagem de conceitos do tema água, tendo como estratégia a aula de campo, para promover a interação entre professores, professores e alunos, e alunos e o meio ambiente. A metodologia desenvolvida foi qualitativa com viés de pesquisa-ação. A forma avaliativa constituiu-se de relato de observação em campo, e a produção de textos e material didático, imagens, depoimentos e relatórios. Os resultados atestam a ocorrência da aprendizagem e mudanças de atitudes, fatos observados pela participação dos alunos. Entre os estudantes, 88% manifestaram sua aprovação nesta forma de estudo em conjunto com outras áreas, mesmo que entre o grupo ainda se tenha visto uma minoria, cerca de 12%, que não interage com o método. Mesmo assim, percebeu-se que essa prática proporcionou aos estudantes o aumento da própria percepção acerca da necessidade de preservar esse recurso tão primordial para a conservação da vida humana e do meio ambiente. Foi produzido um caderno de campo contendo um modelo de roteiro para a implantação dessa estratégia. Quanto à interdisciplinaridade, a proposta vem sendo amadurecida, com os professores fazendo exercícios de saírem de suas disciplinas rígidas para interagirem com as outras áreas e construírem conhecimentos para além da fragmentação dos conteúdos. Quanto à prática de trabalhar de forma interdisciplinar, os professores relataram que é uma prática dinâmica, mas que requer mudanças de hábito e o sucesso depende do envolvimento de todos, pois não basta falar sobre o mesmo tema, é necessário estudar e pesquisar em outras áreas. Uma sugestão para práticas futuras é lançar discussões sobre a proposta e deixar também o planejamento à disposição para que os colegas saibam os diversos momentos previstos e possam interagir, contribuindo para o enriquecimento do conteúdo e, em conjunto, construírem novos conhecimentos que formarão o alicerce para o exercício da cidadania consciente e responsável.Universidade Federal de Mato GrossoBrasilInstituto de Física (IF)UFMT CUC - CuiabáPrograma de Pós-Graduação em Ensino de Ciências NaturaisOzaki, Salete Kiyokahttp://lattes.cnpq.br/7802644781254277Ozaki, Salete Kiyoka229.553.801-72http://lattes.cnpq.br/7802644781254277Ferreira, Maria Saleti Ferraz Dias040.772.101-00http://lattes.cnpq.br/7509657429371843229.553.801-72Martins, Eucarlos de Lima695.427.751-72http://lattes.cnpq.br/6234624099589221Softov, Maria Aparecida Araújo2021-11-08T11:15:39Z2019-03-112021-11-08T11:15:39Z2019-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSOFTOV, Maria Aparecida Araújo. A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água. 2019. 108 f. Dissertação (Mestrado em Ensino de Ciências Naturais) - Universidade Federal de Mato Grosso, Instituto de Física, Cuiabá, 2019.http://ri.ufmt.br/handle/1/3103porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-11-14T06:01:55ZRepositório InstitucionalPUB |
dc.title.none.fl_str_mv |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
title |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
spellingShingle |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água Softov, Maria Aparecida Araújo Interdisciplinaridade Aula de campo Água Ensino de química CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA Interdisciplinarity Field study Water Chemistry teaching |
title_short |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
title_full |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
title_fullStr |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
title_full_unstemmed |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
title_sort |
A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água |
author |
Softov, Maria Aparecida Araújo |
author_facet |
Softov, Maria Aparecida Araújo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ozaki, Salete Kiyoka http://lattes.cnpq.br/7802644781254277 Ozaki, Salete Kiyoka 229.553.801-72 http://lattes.cnpq.br/7802644781254277 Ferreira, Maria Saleti Ferraz Dias 040.772.101-00 http://lattes.cnpq.br/7509657429371843 229.553.801-72 Martins, Eucarlos de Lima 695.427.751-72 http://lattes.cnpq.br/6234624099589221 |
dc.contributor.author.fl_str_mv |
Softov, Maria Aparecida Araújo |
dc.subject.por.fl_str_mv |
Interdisciplinaridade Aula de campo Água Ensino de química CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA Interdisciplinarity Field study Water Chemistry teaching |
topic |
Interdisciplinaridade Aula de campo Água Ensino de química CNPQ::CIENCIAS EXATAS E DA TERRA::FISICA Interdisciplinarity Field study Water Chemistry teaching |
description |
This project was developed with students in the junior year of high school at the Major Otávio Pitaluga State School (EEMOP) in Rondonópolis – MT and had the aim of researching the use of the interdisciplinary class as a methodology for the learning of concepts of the theme water, having as strategy field study to promote the interaction between teachers, teachers and students, and students and the environment. The methodology developed was qualitative with a bias of action research. The assessment form embodied narrative of field observation, and the production of texts and didactic material, images, testimonies and reports. The results evidence the occurrence of learning and attitude changes, facts observed through the participation of the students. Among the students, 88% manifested their approval in this form of study in combination with other areas, even though among the group there was still a minority, around 12%, that did not interact with the method. Even so, it was perceived that this practice provided the students an increase of their own perception regarding the necessity of preserving such a primordial resource for the conservation of the human life and the environment. A field diary containing a guideline model for the implantation of this strategy was produced. In terms of interdisciplinarity, the proposal is being matured, with teachers working hard on emerging from their strict subjects to interact with the other areas and build knowledge beyond the fragmentation of the contents. Regarding the practice of working in an interdisciplinary way, the teachers report that it is a dynamic practice, which requires habit changes and that success depends on the involvement of each one, since it is not enough to discuss the theme, it is necessary to study and research other areas. A suggestion for future practices is to launch discussions about the proposal and leave the planning at disposal so that the colleagues know the various expected moments and can interact, contributing to the enrichment of the content and, jointly, construct new knowledge, which will shape the foundation for the exercise of conscious and responsible citizenship. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-03-11 2019-02-01 2021-11-08T11:15:39Z 2021-11-08T11:15:39Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SOFTOV, Maria Aparecida Araújo. A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água. 2019. 108 f. Dissertação (Mestrado em Ensino de Ciências Naturais) - Universidade Federal de Mato Grosso, Instituto de Física, Cuiabá, 2019. http://ri.ufmt.br/handle/1/3103 |
identifier_str_mv |
SOFTOV, Maria Aparecida Araújo. A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água. 2019. 108 f. Dissertação (Mestrado em Ensino de Ciências Naturais) - Universidade Federal de Mato Grosso, Instituto de Física, Cuiabá, 2019. |
url |
http://ri.ufmt.br/handle/1/3103 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Física (IF) UFMT CUC - Cuiabá Programa de Pós-Graduação em Ensino de Ciências Naturais |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Física (IF) UFMT CUC - Cuiabá Programa de Pós-Graduação em Ensino de Ciências Naturais |
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Universidade Federal de Mato Grosso (UFMT) |
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