A argumentação como ferramenta para construção de uma aprendizagem significativa crítica no ensino de química

• Autor(a) principal: LIMA, Rayssa Suane de Araújo
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRPE
• Texto Completo: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8347
• topic: Ensino-aprendizagem; Ensino de química; Discurso argumentativo; CIENCIAS HUMANAS::EDUCACAO

The referent study presents as an initial proposal the integration of the teaching of chemistry to the context of the diversified part of the school curriculum, aiming to point out contributions of the argumentation for critical learning (ASC) of curricular contents. The theoretical bases of the research bring the conception that the acquired knowledge must be significant, through a process of negotiation of meanings, which is guided by the facilitating principles of the ASC. In this bias, negotiation as an intrinsic aspect of argumentation, constitutes a tool of great potential for the construction of knowledge, through the elaboration of argumentative discourses in the defense and the confrontation of perspectives on a controversial topic. According to these referrals, the methodology presented was developed in the Diversified Party (PD) of the curriculum in a curricular component called "Chemistry in Debate", as a set of methodological steps, guided by the principles of ASC, that seek the critical construction of knowledge through argumentative bias. For this to be achieved, one of the most important resources used in this research is the use of a Critical Debate Model (MDC), whose purpose is to develop the argumentation in a structured way and consequently enable the learning of conceptual contents in a more critical way. From the analyzes carried out, we will see that the debate on controversial issues related to "preservative chemistry" and "chemistry of medicines", as well as the argumentative process engendered in the execution of this didactic proposal, has given rise to some indications of Critical Significant Learning. related among the discussions carried out in this research. In order to do so, we will present the argumentative discourses assumed along the didactic trajectory, as well as the conceptual maps and dissertations constructed by the students, aiming to indicate the contributions of the argumentative development to the ASC.