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Previous issue date: 2017-06-09 / Os conhecimentos sistematizados que s?o ministrados aos estudantes na escola, geralmente n?o ultrapassam esse espa?o. S?o consequ?ncias de uma abordagem educativa de transmiss?o/recep??o, que frequentemente se demonstram insuficientes na realiza??o de uma contextualiza??o. Logo, a utilidade destes saberes se restringe a reprodu??o do que foi dito pelo professor. Isto acaba colocando os educandos como meros espectadores na produ??o do conhecimento. Repensar e propor interven??es no papel que cada indiv?duo envolvido no processo de ensino e aprendizagem apresenta, ? uma constante necessidade, visto as mudan?as recorrentes nos objetivos educacionais. Esse estudo procurou implementar uma proposta de ensino de conte?do de qu?mica, intentando envolver o educando no processo de aprendizagem de modo dial?gico, na busca de torn?-lo mais aut?nomo. Tamb?m tenta auxiliar os educadores em sua atua??o profissional. Para tanto, nos baseamos em aportes te?ricos que sustentam nossa percep??o, como as dificuldades de aprendizagem e alguns pressupostos do educador Paulo Freire que fundamentam a pr?tica educativa problematizadora-dial?gica. A din?mica dos Tr?s Momentos Pedag?gicos de Delizoicov, foi o referencial te?rico-metodol?gico da sequ?ncia de atividades de uma unidade did?tica para o ensino de ?cidos graxos e gorduras. A proposta foi implementada durante o segundo semestre de 2015, no Centro de Educa??o de Jovens e Adultos Professor Felipe Guerra, com uma turma do n?vel de ensino m?dio, na modalidade EJA. Quanto a abordagem do problema de estudo, buscamos seguir alguns dos pressupostos da pesquisa qualitativa, que fez uso dos instrumentos question?rio, observa??o e documentos, que foram as atividades que compunham a proposta de ensino e o projeto pedag?gico da escola. As considera??es que tecemos ante as respostas obtidas, foi a percept?vel mudan?a qualitativa na postura dos educandos, buscando participar das discuss?es, trazendo sua percep??o sobre os conte?dos qu?micos trabalhados, se envolvendo dialogicamente na constru??o de seus conhecimentos. / The systematized knowledge that is given to students at school, usually does not go beyond this space. These are consequences of an educational transmission / reception approach, which is often insufficient for contextualisation. Therefore, the utility of these knowledge is restricted to the reproduction of what has been said by the teacher. This ends up putting the students as mere spectators in the production of knowledge. Rethinking and proposing interventions in the role that each individual involved in the teaching and learning process presents, is a constant need, given the recurring changes in educational goals. This study tried to implement a proposal of teaching of chemical content, trying to involve the learner in the process of learning in a dialogical way, in the quest to make it more autonomous. It also tries to help educators in their professional activities. For that, we base ourselves on theoretical contributions that support our perception, such as the learning difficulties and some assumptions of the educator Paulo Freire that base the educational practice problematizadora-dialogical. The dynamics of Delizoicov's Three Pedagogical Moments was the theoretical-methodological reference of the sequence of activities of a didactic unit for the teaching of fatty acids and fats. The proposal was implemented during the second semester of 2015, in the Youth and Adult Education Center Professor Felipe Guerra, with a high school class, in the EJA modality. Regarding the approach to the study problem, we sought to follow some of the assumptions of the qualitative research, which used the questionnaire, observation and documents instruments, which were the activities that made up the teaching proposal and the pedagogical project of the school. The considerations we made in response to the answers were the perceptible qualitative change in the students' posture, seeking to participate in the discussions, bringing their perception about the chemical contents worked, and becoming involved in the construction of their knowledge.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/23700 |
| Date | 09 June 2017 |
| Creators | Albuquerque, Br?ulio Alves de |
| Contributors | 64795284415, http://lattes.cnpq.br/4891201029271910, Nunes, Albino Oliveira, 01359342494, http://lattes.cnpq.br/7808069169974235, Moreira, Patricia Flavia da Silva Dias, 03638306690, http://lattes.cnpq.br/9109298434418130, Barroso, M?rcia Teixeira |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM ENSINO DE CI?NCIAS NATURAIS E MATEM?TICA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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