A área de ciências da natureza e o desafio da interdisciplinaridade no ensino médio

Abstract

This work meets the needs of today's Ensino Médio Politécnico, in force since the year 2012 in the state of Rio Grande do Sul, which emphasizes the development of interdisciplinarity not only in the area of Science of Nature and its Technologies, but also in areas of Humanities, Languages and Mathematics for classes of diverse part of the so-called Integrated Seminar curriculum. The research problem, however, deals with a possibility of developing an interdisciplinarity only by a teacher. The purpose of this study was the development of an Interdisciplinary Island Rationality (IIR) on the subject of transport, bringing as problematic the question: What is the best means of transportation to get to school, taking into account the environmental and socio-economic aspects? Within this context was developed the proposed interdisciplinary articulation of physics content (kinematics), Chemistry (chemicals), Biology (composition of living beings) and Math (percentage, three simple rule and unit transformation) of the 1st series of Teaching East, so that students were able to relate the phenomena in an integral way, not fragmented. The proposal was applied in three 1st grade classes at the State School of Secondary Education Dr. Carlos Antonio Kluwe. At first there was a presentation and discussion on the theme of context (Cliche), followed by questions raised on the issue (panorama), the choice of black boxes and consulting experts (websites, magazines, teachers). The opening of black boxes was followed by production of a complex product (documentary). Finally there was an interdisciplinary assessment on the subject for better evaluate learning. The portfolio, the presentation of the works and the production of documentaries were also used as an evaluation form. The theoretical framework discusses the high school, the concept of interdisciplinary and cultural-historical theory of Vigotski. The research, the type pedagogical intervention, had their data analyzed quantitatively and qualitatively. They were used as research tools, the portfolio, a questionnaire on the methodology of the IIR, an interdisciplinary evaluation and documentaries produced by students. The results of this experiment lead us to say that, using as a methodological proposal to build a IIR, you can work in an interdisciplinary manner at school, even if only for one teacher.