Chemistry Teaching in an Electrotechnics Technical Course: perceptions and reflections on integration

• Autor(a) principal: Araújo, Luciane Magda Melo
• Data de Publicação: 2020
• Outros Autores: Machado, Patricia Fernandes Lootens, Mendes, Mírian Rejane Magalhães
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4154

Abstract: Teachers who work in High School Integrated to Professional Education (EMI) programs express difficulties in developing didactic proposals that present the idea of work as an educational principle, which is the foundation of polytechnic schools. The objective of this research was to analyze the development of a didactic proposal for the integration of the Chemistry class and other specific classes in the Electrotechnics Technical Course of a public school. The data was obtained from: the analysis of the course’s Pedagogical Project, interviews with teachers, Chemistry classes recordings, the analysis of didactic activities carried out by the students and the teacher's records. Data analysis was predominantly qualitative and the results show that the proposal contributed to: the students’ understanding of what the EMI is, the students' awareness of social and environmental issues associated with the profession; and the integration of Chemistry and other sciences to the specific studies of the Electrotechnology Technician profession. These results reinforce the need to broaden and deepen the study of integration in high school technical courses, in order to overcome simplistic conceptions and practices in which integration consists in adding content from different disciplines. Keywords: Professional Technical Education. Integrated High School. Polytechnic.