Estudo sobre reconstrução significativa de conteúdos no ensino fundamental por meio de unidade de aprendizagem sobre alimentos

• Autor(a) principal: Galle, Lorita Aparecida Veloso
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/7079
• topic: CIÊNCIAS - ENSINO FUNDAMENTAL; ALIMENTOS; APRENDIZAGEM; EDUCAÇÃO; CIENCIAS HUMANAS::EDUCACAO

This study addresses the significant reconstruction of conceptual, procedural and attitudinal contents by elementary school students on the Food subject. Thus, the central research problem is: In what way does the participation of elementary school students in a Learning Unit (LU) on "Food" contributes to significant reconstruction of contents (concepts, procedures and attitudes) on this issue in this study? The research was conducted with 20 students of the 8th grade of the elementary school of a public school in the city of Três Coroas, Rio Grande do Sul. The Learning Unit was developed in the first semester of 2015. The researcher class diary, the productions of the students and the audio recorded interview performed with eight students at the end of Learning Unit were used for data collection. The collected material was examined by Discursive Textual Analysis, proposed by Moraes and Galiazzi (2013). The analysis of the findings allowed it to understand how the undertaken activities have identified advances regarding the conceptual, procedural and attitudinal contents in relation to those initially manifested by the subjects and accompanied under the investigation. This study allowed it to understand that the developed educational activities enabled the complexity of the students’ knowledge. It is noteworthy that investments in different methodological approaches in the classroom, presenting possibilities for Education by Research (DEMO 2007), help to foster meaningful learning that invests in questioning, argument building and communication. Based on the arguments constructed in this text, it is concluded that using the initial knowledge of students to plan teaching activities, valorizing their needs to learn expressed especially through their questions about the object of study, selecting relevant issues and practices, working conceptual, procedural and attitudinal contents, and promoting interaction and dialogue of the participants in research processes contributes to the reconstruction of knowledge and meaningful learning of those involved.