Análise da elaboração conceitual nos processos de ensino-aprendizagem em aulas de química para jovens e adultos: Por uma formação integrada

• Autor(a) principal: COSTA, Lorenna Silva Oliveira
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000005pwn
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/590
• topic: jovens e adultos; educação integrada; currículo; temas vivenciais; análise de discurso; elaboração conceitual; 1.Jovens e adultos 2.Educação integrada 3.Currículo 4.Temas vivenciais 5.Análise de discurso 6.Elaboração conceitual; young and adult people; integrated education; curriculum; generated themes; speech‟ s analyses; conceptual elaboration; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper analyses, by the socio-historical references, the discursive dynamic in the school context as well as the conceptual elaboration in the teaching-learning process during chemistry classes which is part of a technical high-school program for young and adult people (EJA). As a manner of trying to make a differential curriculum which can create a dialog between what is supposed to be studied and the everyday life, a proposal was elaborated. This proposal, named The food‟s chemistry , is based on Paulo Freire‟s studies and on a structure of thematically areas. Seventeen classes were given. The data was taken from the field trip‟s notes and filming that were transcript afterwards. Analyses were made based on all the classes, in general, but, to make it possible the systematization, analyses, and creation of categories, three of those classes were specially used to the elaboration of Activities‟ Maps and Teaching Episodes. Methodologically, this work may be characterized as an action-research, which was developed in more than one phase. Speech‟s Analyses was used with Bakhtin as the main reference. By the approach of generated themes , the young and adult people were able to participate in classes, during moments when everyday issues were discussed, using descriptions and some explanations but demonstrated difficulties in working with abstractions and generalizations. Therefore, after several discussion meetings, these students were finally able to use new words giving meaning to those words -, which belong to the abstract context. This approach made us face a constant dialectic tension: meanwhile we consciously give value to the every day analyses, we want more than that because it is fetish and alienating. This kind of approach needed from the teachers constant warning to not to maintain themselves only on what the students already know. This work has the ambitious to signalize contributions to the curriculum practices to the EJA, helping with a proposal with the objective towards the complete formation of these individuals.