The dawn of democracy in South Africa necessitated some changes in many spheres of government including education. There was a dire need for educational transformation from the apartheid education system, which favoured white South Africans, to an inclusive education system. This transformation was crucial to address and/or redress the neglect and/or exclusion of certain learning areas and methods in the school curriculum, especially in South African rural schools. Furthermore, it was needed in order to provide a uniform education system for all South Africans under one Department of Education. The first South African curriculum restructuring innovation resulted in Curriculum 2000 which was later renamed Curriculum 2005 (C2005). The review of C2005, in an attempt to assess progress in its implementation, revealed enormous challenges. Thus, in an attempt to strengthen C2005 the Revised National Curriculum Statement (RNCS): grades R-9 and the National Curriculum Statement (NCS): grades 10-12 were introduced. These two curricula were followed by the National Curriculum Statement (NCS): grades R-12. There is, however, overwhelming evidence that C2005 and the curricula that followed thereafter faced huge problems in their implementation. The purpose of this study, therefore, was to examine the complementarity between curriculum design and development processes, and curriculum implementation in the South African education arena. This study was located within the pragmatic paradigm and used mixed methods research design. In this study complementarity of curriculum design and development and curriculum implementation refers to the ability of curriculum design and development processes to have comprehensive provisions for curriculum implementation. The investigation of this complementarity was conducted through the exploration of the main research question: What complementarity existed between the process of curriculum design and development, and curriculum implementation in South Africa? Other subsidiary questions were also derived from the above main research question.ii Thirty schools from the population of schools in the Libode Mega-District were randomly sampled from which sixty participants in the study had been selected. All data in the study were obtained from these participants. Questionnaires and in-depth interviews were the instruments used to collect data. In-depth interviews were conducted with fifteen participants after the researcher had collected all questionnaires. Data collected through the use of questionnaires were analysed using descriptive statistics obtained through the use of the Statistical Package for Social Science (SPSS). Data collected through interviews were first coded to form units according to similarities and/or differences among units. Units were thereafter grouped into clusters to form domains in order to discover relationships between these domains. Challenges that faced curricula implementation, as per the findings of this study, included: inadequate teacher training, ineffective methods used in curricula dissemination, lack of infrastructure, lack of adequate support from other stakeholders, lack of teacher involvement in curricula design processes, and lack of teaching and learning material. The present study concluded that there was no complementarity in the curriculum design and development processes and curriculum implementation. This study recommended, among other things, that the DBE should provide effective programmes on teacher training in preparation for curricula implementation, ensure availability of human and material resources and infrastructure and also teacher involvement in the curricula designing processes.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-04-26Bitstream added on 2014-06-13T19:42:12Z : No. of bitstreams: 1 tagliati_jr_dr_bauru.pdf: 1462159 bytes, checksum: d03cb3b58d0e2f6bc5c4a340e8bdba35 (MD5) / Este estudo tem o objetivo de investigar possíveis relações entre configurações curriculares e potencial formativo de licenciaturas em Física do Estado de Minas Gerais. Suas origens remetem a um estudo mais abrangente, longitudinal, que se iniciou ainda em 2002 quando foram analisados discursos de docentes iniversitários que atuavam em um curso de licenciatura em Física de uma universidade pública, prestes a sofrer um processo de reestruturação curricular. Em pesquisas subsequentes foram desenvolvidas ações de investigação atreladas aos processos de elaboração e execução de configurações curriculares nesta universidade pública mencionada. A presente pesquisa embasa-se nesses estudos e apresenta como tema, portanto, a formação inicial de professores, discutido as estruturas curriculares de licenciaturas em Física do Estado de Minas Gerais, buscando evidenciar relações entre configurações curriculares e potencial formativo. São apresentados e discutidos documentos e diretrizes propostas pela legislação em vigor e seus reflexos nos processos de formação de professores. A investigação foi embasada em aportes teóricos que nos permitiram aprofundar em diversos conhecimentos necessários para uma análise bem fundamentada e consciente de configurações curriculares destinadas à formação de professores. Para constituição de dados foram analisados projetos pedagógicos e matrizes curriculares de quatorze licenciaturas em Física distribuídas em nove instituições, a partir de referências teóricas sobre teoria do currículo, elaboração de projetos pedagógicos, saberes docentes e noções de análise de discurso de linha francesa. Foram entrevistados coordenadores de curso de Física e membros de colegiados de oito instituições sendo utilizados trechos de suas falas, nos quais foram levantados aspectos e dimensões de entendimento... / This study aims to investigate possible relationship between curricular configurations and formative potentials of undergraduate programs designed to form high school physics teachers (called licenciatura in Brazil) from the State of Minas Gerais. Its origins date back to a broader and longitudinal study, which began back in 2002, when were analyzed discourses of professors who worked in a licenciatura of a public university, about to undergo a process curricular restructuring. In a subsequent research it was developed actions of a research linked to the processes of development and implementation of curricular settings in this mentioned public university. This research is based on these former studies and is focused, so, in the initial formation of physics teachers, discussing curricular structures of licenciaturas from the State of Minas Gerais, Brazil, seeking to understand possible relationships between curricular configurations and formative potential of these programs. We present and discuss documents and guidelines proposed by the legislation about high school teachers formation and its impacts on the processes of teacher training. The research was based on theoretical contributions that allowed us to define different skills required for a well-reasoned and conscious analysis of curricular settings aimed at training teachers. To constitute data, it were analyzed pedagocical projects and curricular configurations of fourteen physics licenciaturas distributed in nine institutions, taking into consideration theoretical referencial on curriculum theory, development of educational projects, teacher' knowledge, and notions of French discourse analysis. Coordinators of physics licenciaturas and members of boards of eight of these institutions were interviewed and analyzed excepts of their speeches, from which raise aspects... (Complete abstract click electronic access below)

Made available in DSpace on 2014-11-10T11:09:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-19Bitstream added on 2014-11-10T11:58:23Z : No. of bitstreams: 1 000793315.pdf: 1385384 bytes, checksum: f03290e37feb7dc83829dea6fddec372 (MD5) / A presente pesquisa analisa o Caderno do Professor da disciplina de História, das três séries do Ensino Médio, o qual compõe o currículo oficial organizado e distribuído pela Secretaria Estadual de Educação do Estado de São Paulo aos professores da rede pública de ensino. O problema de pesquisa surgiu a partir de um questionamento acerca da promulgação da Lei nº 10.639/03 (atualizada pela Lei nº 11.645/08) e, posteriormente, com a publicação das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana, instrumentos os quais garantem que o conteúdo de história e cultura afro-brasileira e africana esteja presente no material didático das escolas, — no caso especial deste trabalho — nas escolas paulistas: de que forma isso acontece? Para isso, delimita-se a análise ao Caderno do Professor de História utilizado nas três séries do Ensino Médio, definindo-se a disciplina de História por conta de afinidade com o assunto, dada minha formação na área, e opta-se por esse nível de ensino por ser o término da educação básica. A pesquisa apresenta o Caderno do professor, explorando concepções de currículo e alguns aspectos da história da África e afro-brasileira, com o intuito de mostrar que a história, a cultura, os costumes, as religiões africanas e afro-brasileiras geralmente apresentadas de maneira preconceituosa e negativa são, na verdade, diferentes dos padrões europeus, mas nem por isso inferiores. O trabalho realiza sugestões de temáticas a serem exploradas em sala de aula e por fim realiza-se uma análise do discurso do documento, a partir da qual é possível identificar que há uma preocupação legal em reconhecer a herança cultural e histórica africana e tornar o povo africano e afro-brasileiro constituidor da História do (e no) Brasil, mas não se percebe a efetivação dessa obrigatoriedade legal por... / This dissertation analyzes the Professor Notebook of History, of the three grades of secondary education, which makes up the official curriculum organized and distributed by the State Department of Education of the São Paulo State to teachers of public schools. The problem of research grew out of a question about the enactment of law No. 10.63903 (updated by law No. 11.64508) and, later, with the publication of the National curriculum guidelines for the education of racial-ethnic relations and to the teaching of Afro-Brazilian and African Culture history, instruments which guarantee that the content of history and Afro-Brazilian and African culture is present in the teaching material for schools, — in the special case of this work — São Paulo schools: how it happens? For this, the analysis delimits the Professor of History Notebook used in the three high school series, setting up the discipline of History on account of kinship with the subject, according to my background in the area, and opts for this level of education to be the basic education completion. This research concerns the present teacher's Notebook, exploring concepts of curriculum and some aspects of the Africa and Afro-Brazilian history in order to show that the history, culture, customs, African and Afro-Brazilian religions usually presented so prejudiced and negative are, in fact, different from the European standards, but by no means inferior. We try along the work provide suggestions for topics to be explored in the classroom and finally a discourse analysis of the document from which is possible to identify that there is a legal concern in recognizing the African cultural and historical heritage and make the African people and African American makers of the history of (and in) Brazil, but we cannot realize the effectiveness of this mandatory legal requirement through the proposed content in the analyzed teacher's Notebook.

Made available in DSpace on 2014-12-02T11:16:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-03-26Bitstream added on 2014-12-02T11:21:43Z : No. of bitstreams: 1 000797188.pdf: 4923994 bytes, checksum: 3f7df93901a8282a9f39a776ed8d240c (MD5) / A presente tese investiga, no contexto de reforma curricular, iniciada no ano de 2008 pela Secretaria de Educação do Estado de São Paulo, quais são os limites e as possibilidades postas aos docentes da disciplina de Matemática para que reestruturem, ao ensinar Resolução de Problemas, sua prática pedagógica. Como instrumentos para a coleta de dados, foram utilizados questionários, versando sobre a reforma curricular, o currículo de matemática e a Resolução de Problemas; formulário de acompanhamento da sala de aula, relatos descritivos do conteúdo gravado em áudio e observações realizadas nas aulas das professoras pesquisadas. Os participantes, vinculados a uma das 91 Diretorias de Ensino do Estado de São Paulo, foram organizados em três grupos: equipe gestora, docentes da disciplina de Matemática, e duas professoras do nono ano do Ensino Fundamental da escola estadual. Por meio de uma interpretação hermenêutica e abordagem fenomenológica, foi possível verificar que no contexto de configuração curricular, à luz da ideia de currículo como práxis, a Resolução de Problemas é uma pesquisa metodológica pouco presente nas aulas de Matemática devido à influência de subsistemas político-administrativos, prático-pedagógicos e de controle, os quais, regularmente, expõem os professores a um cenário de intenso esforço intelectual e psicológico. Lidar com questões complexas como a padronização de ensino, a defasagem conceitual acentuada dos aprendizes, o currículo estruturado sob a ideia de rede e os mecanismos de controle da prática pedagógica, historicamente presentes nas políticas públicas educacionais, principalmente quando manifestadas durante o processo de configuração curricular, torna-se um entrave para que o ensino da Resolução de Problemas se efetive. Em outras palavras. A partir dos estudos fundamentados em Hargreaves (2002), Sacristán (2000), Sternberg (2010), Pozo (1998), entre outros... / In the context of curricular reform started in 2008 by São Paulo Board of Education, the present thesis investigates the limits and possibilities offered to Math teachers, in order to re-structure their teaching practice when dealing with the Problems Resolutions. Questionnaires have been used to collect data, discussing the curricular reform, Math curriculum and Problems Reslution; classroom follow-up forms, descriptive accounts of contents recorded in audio and notes taken in class during researched teachers' presentations. The participants, linked to one of the 91 Teaching Councils in São Paulo State, have been organized in three groups: management team, math teachers, and two other teachers from the 9th grade Basic State School. Through an hermeneutical interpretation and phenomenological approach, it has been possible to verify that in the context of curricular configuration, and bearing in mind the idea of a curriculum as practice, problems resolutions is a methodological perspective that is hardly ever found in math classes, due to the influence of sub-systems, political-administrative and pedagogical, which frequently expose teachers to intense intellectual and pshychological effort. Dealing with complex issues such as teaching standardization, lack to concept from students, a curriculum structure based on the idea of a network, and the control of pedagogical practice, historically present at public educational policies, mainly during the process of curricular configuration, becomes an obstacle for the teaching of Problem Resolution to come true. In other words, from studies based on Hargreaves (2002), Sacristán (2000), Sternberg (2010), Pozo (1998), among others, we point out the controversial employment of problems resolutions in math classes, considering how little promising the scenery is for it to become a reality. Thus, problems resolution starts being seen as an additional mechanism in the control of pedagogical practice...

This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.

Submitted by Juan Lomardo (juanlomardo@hotmail.com) on 2017-10-11T17:29:11Z No. of bitstreams: 2 Dissertação -JUAN - Versão Final.pdf: 1414578 bytes, checksum: 66229189e8a2a93894ff5a43f028b096 (MD5) Carta Comprovante.jpg: 260173 bytes, checksum: ccd40b8d372490fe6a11905862b9c6e3 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-06T12:46:01Z (GMT) No. of bitstreams: 2 Dissertação -JUAN - Versão Final.pdf: 1414578 bytes, checksum: 66229189e8a2a93894ff5a43f028b096 (MD5) Carta Comprovante.jpg: 260173 bytes, checksum: ccd40b8d372490fe6a11905862b9c6e3 (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-11-06T12:46:56Z (GMT) No. of bitstreams: 2 Dissertação -JUAN - Versão Final.pdf: 1414578 bytes, checksum: 66229189e8a2a93894ff5a43f028b096 (MD5) Carta Comprovante.jpg: 260173 bytes, checksum: ccd40b8d372490fe6a11905862b9c6e3 (MD5) / Made available in DSpace on 2017-11-06T12:47:30Z (GMT). No. of bitstreams: 2 Dissertação -JUAN - Versão Final.pdf: 1414578 bytes, checksum: 66229189e8a2a93894ff5a43f028b096 (MD5) Carta Comprovante.jpg: 260173 bytes, checksum: ccd40b8d372490fe6a11905862b9c6e3 (MD5) Previous issue date: 2017-08-31 / Não recebi financiamento / The main object of this research is the geography curriculum of the public High School system of Sao Paulo, more precisely its theoretical reference. Based on the analysis of such curriculum, the aim is to check the accuracy of the categories of Critical Geography, in order to test how the concept of criticism is applied, as well as unveil politics questions that come up in the shape of such investigation. Its theoretical background are the subsidies offered by Critical Theory and by scientific developing of this way of thinking, to the educational and curriculum area. / A presente pesquisa tem como objeto o currículo de geografia do Ensino Médio da rede pública estadual paulista, mais especificamente do seu referencial teórico. Com base na análise dos documentos que compõem o referido currículo, pretende-se aferir o rigor da utilização de categorias da Geografia Crítica, tendo por objetivo verificar como o conceito de crítica, associado a um ideal de autonomia e liberdade, é propugnado no discurso curricular. A hipótese trabalhada é a de que, através de uma disputa dos significados, se estabelece um processo de reconceituação de concepções progressistas de educação – processo que se evidencia no desvelar de questões políticas obtusas, vindas à tona no decorrer da investigação. A pesquisa se desenvolve teoricamente à luz dos subsídios oferecidos pela Teoria Crítica e pelos desdobramentos científicos dessa corrente do pensamento para a área da educação, mais especificamente para a pesquisa em currículo escolar.

Este trabalho tem o objetivo de apresentar a construção, a aplicação e a avaliação de uma unidade de ensino potencialmente significativa na disciplina de ciências, em uma turma de 9º ano do ensino fundamental, visando à ocorrência de uma aprendizagem significativa. Assim sendo, a escolha dos conteúdos “energia e ligações químicas”, nessa unidade de ensino, foi em função da reformulação da proposta pedagógica realizada na rede municipal de ensino, na cidade de Gramado/RS. Nesta ocasião, em que os professores de ciências abordaram as contribuições da física e da química para o desenvolvimento tecnológico, considerando o seguinte eixo temático: Desenvolvimento científico e tecnológico. A pesquisa realizou-se por meio de uma abordagem qualitativa; de natureza aplicada; descritiva, quanto aos objetivos; documental, participante e pesquisa-ação, quanto aos procedimentos. A unidade de ensino foi organizada em seis momentos com atividades distintas. A análise dos resultados da aprendizagem contou com avaliação diagnóstica, avaliação somativa individual, fichas de acompanhamento ao longo de sua implementação e análise textual discursiva. A unidade de ensino potencialmente significativa desta dissertação apresentou resultados expressivos no que se refere à aprendizagem significativa, pois os sujeitos participantes dos seis momentos mostraram não só uma predisposição para assimilar os conceitos trabalhados, como também a capacidade de transferi-los e de aplicá-los em outros contextos de aprendizagem. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2015-08-19T16:24:52Z No. of bitstreams: 1 Dissertacao Daniel de Almeida Raber.pdf: 7723982 bytes, checksum: 4d3996174aa9f05b6513fc18bd16d070 (MD5) / Made available in DSpace on 2015-08-19T16:24:52Z (GMT). No. of bitstreams: 1 Dissertacao Daniel de Almeida Raber.pdf: 7723982 bytes, checksum: 4d3996174aa9f05b6513fc18bd16d070 (MD5) / The intention of this study is to present the construction, the use and assessment of a potential meaningful teaching unit in a ninth grade class of science in an elementary school. It aims to approach a meaningful learning. The choice of energy and chemical bonds content in this teaching unit was due to the restructuring of the educational proposal that took place in the municipal school system in the city of Gramado, Rio Grande do Sul, Brazil. The science teachers approached the contributions of physics and chemistry for technological development in a Main Topic entitled Scientific and Technological Development. The research was a qualitative approach, descriptive nature, as to the objectives is descriptive and documentary, participant and research-action on procedures. The teaching unit was organized in six moments with different activities and the analysis of the learning results was developed throughout diagnostic assessment and individual summative evaluation. Reports throughout its implementation and discursive textual analysis were monitored. The potential meaningful teaching unit of this work showed significant results concerning the meaningful learning, as six moments participant students showed not only a predisposition to assimilate the concepts, but the ability to transfer them and apply them in other learning contexts as well.

Thesis Submitted in fulfilment of the requirements for the degree Magister Educationis in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2007 / When C2005 was introduced in South Africa, teacher training had to be restructured, to be in accordance with Outcomes Based Education. In 2002, C2005 was replaced by the Revised National Curriculum Statement as a refinement of C2005. From 2005, the Curriculum is called National Curriculum Statement (NCS). A close study of the NCS revealed the fact that the Learning Area Arts and Culture provides opportunities for rich and varied learning experiences to take place. The concern of this study is how teachers are dealing with this educational potential, especially in the Visual Arts. Pending the outcome of the research, the possibility of aligning the training of student teachers could be considered, to ascertain that the full potential of the learning area Arts and Culture is accomplished. The outcome of the study could also initiate future research into the possibility of supplementary training for the educators already in practise.

Thesis Submitted in fulfilment of the requirements for the degree Doctor Educationis in the Faculty of Education and Social Sciences at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY, 2012 / Quality and meaningful art education is a very important vehicle for learning and knowledge acquisition which is within the reach of all children in schools. Unfortunately, due to a variety of reasons such as the fact that generalist trained teachers, with no specialised training in art, are responsible for the teaching of art in schools in South Africa, as well as recurring educational change and subsequent uncertainty, lead to the situation that art lessons currently taught at many schools do not answer to the requirements for quality art education. There is a great need for in-service training to address the shortfalls in the teaching of art in schools. When skills building workshops in art education were offered, teachers requested personal interventions on a one-to-one basis with a focus on their own particular strengths and shortcomings. Mentoring the educators seems to be a means of addressing their needs to improve the quality of their teaching of art. In response to a plea from teachers this research project was designed during which inexperienced and insufficiently trained teachers who are responsible for art education were mentored. Four sites were selected at which the teachers were mentored. There were marked differences in the circumstances and conditions at the four schools, however, from all the sites there was an outcry for assistance in the planning and presentation of quality art lessons and for lesson ideas. The one similarity in all the cases was the fact that they were all generalist trained teachers who are responsible for the teaching of art in their own class and some other classes as well. The mentoring followed a cyclical process and was adapted for art education. The process comprised the establishment of a relationship in which the mentor and mentee played equally important roles, needs analysis, the mentoring process, which iv consisted of joint planning of lessons, model teaching, discussions and coaching sessions, reflection and then to return to the beginning of the cycle. The process concluded with a workshop. The entire process was recorded, reported on and assessed upon termination. Data that was collected at the four sites was analysed according to themes that were developed from the literature on mentoring in education as well as the literature on quality and meaningful art education. Themes that have emerged are the mentoring relationship, the role of the mentor, the role of the mentee, the purpose and goals of the mentoring, the mentoring process and the mentoring outcomes. The thesis concludes with recommendations for the mentoring of educators in the teaching of quality and meaningful art and suggests that no child should be deprived of the learning opportunities through art that can form part of their primary school experience.

Este trabalho tem o objetivo de apresentar a construção, a aplicação e a avaliação de uma unidade de ensino potencialmente significativa na disciplina de ciências, em uma turma de 9º ano do ensino fundamental, visando à ocorrência de uma aprendizagem significativa. Assim sendo, a escolha dos conteúdos “energia e ligações químicas”, nessa unidade de ensino, foi em função da reformulação da proposta pedagógica realizada na rede municipal de ensino, na cidade de Gramado/RS. Nesta ocasião, em que os professores de ciências abordaram as contribuições da física e da química para o desenvolvimento tecnológico, considerando o seguinte eixo temático: Desenvolvimento científico e tecnológico. A pesquisa realizou-se por meio de uma abordagem qualitativa; de natureza aplicada; descritiva, quanto aos objetivos; documental, participante e pesquisa-ação, quanto aos procedimentos. A unidade de ensino foi organizada em seis momentos com atividades distintas. A análise dos resultados da aprendizagem contou com avaliação diagnóstica, avaliação somativa individual, fichas de acompanhamento ao longo de sua implementação e análise textual discursiva. A unidade de ensino potencialmente significativa desta dissertação apresentou resultados expressivos no que se refere à aprendizagem significativa, pois os sujeitos participantes dos seis momentos mostraram não só uma predisposição para assimilar os conceitos trabalhados, como também a capacidade de transferi-los e de aplicá-los em outros contextos de aprendizagem. / The intention of this study is to present the construction, the use and assessment of a potential meaningful teaching unit in a ninth grade class of science in an elementary school. It aims to approach a meaningful learning. The choice of energy and chemical bonds content in this teaching unit was due to the restructuring of the educational proposal that took place in the municipal school system in the city of Gramado, Rio Grande do Sul, Brazil. The science teachers approached the contributions of physics and chemistry for technological development in a Main Topic entitled Scientific and Technological Development. The research was a qualitative approach, descriptive nature, as to the objectives is descriptive and documentary, participant and research-action on procedures. The teaching unit was organized in six moments with different activities and the analysis of the learning results was developed throughout diagnostic assessment and individual summative evaluation. Reports throughout its implementation and discursive textual analysis were monitored. The potential meaningful teaching unit of this work showed significant results concerning the meaningful learning, as six moments participant students showed not only a predisposition to assimilate the concepts, but the ability to transfer them and apply them in other learning contexts as well.