Aprender ciências no ensino fundamental na perspectiva da teoria da complexidade: in(ter)venções em uma viagem pelo período paleolítico

Abstract

At present, more and more, we are faced with complex situations and problems in teaching, situations that reflect in the organization of society. However, with the knowledge that we hold, or the way we organize this knowledge, we end up making these problems even more complex. In the perspective of complexity, Edgar Morin proposes a reform in education and thought, a reform that allows for a change in the current teaching structure, as well as in the construction of a new intelligence, a systemic intelligence capable of understanding the world and if, as interconnected network systems. For the construction of this intelligence, Morin recounts that the student must experience the art of a paleontologist to start discoveries by chance, to build his knowledge and his personality. Based on this challenge and from this perspective of complexity, the objective of the proposal is based on the following questions: In what way the paleontology, explored in the classroom, can contribute to involve the student as an active agent and protagonist of their learning, making him a writer, thinker, investigative and imaginative? How to build an educational practice of complex and systemic perspective? In this way, the present research is characterized as experimentation by the innovation, that is, operating at the frontier of innovation, invention, creation (named by Axt and Kreutz, 2003). The conferences were held from April to June of the year 2016, with a group of sixth Year of a state school, located in the municipality of Dom Pedrito. Thus, a collective hypertext was built through the tool Google Docs, which tells the story of the discoveries about a virtual fossil (Money), where through imagination, provocations with questions and information from the internet was created through characters investigators / authors, the biological characteristics, the form of defense, the preferences and cause of death of the "Money". The interactions allowed an inseparable relationship of autonomy (to create and to imagine ...) and dependence (of collaboration and oriented collective construction). It encouraged students to find their own creations and inventions as they "materialized" in the form of written narratives. The choice of paleontology was predisposed to the imaginary, to creation, which together with the use of digital tools allowed the systematization of ideas, researches, thoughts, desires, writings, information and knowledge, constituting a systemic totality. In this way, it is understood that there is a possibility of creating spaces in the school for creation, invention, imagination, in other words, to cause the student to become creatively and inventively involved in the world, in life and in science, (teacher, students, school, internet, cultural spaces, social, economic, religious, among others) the student will build the knowledge. The educational product that has been created is divided into three moments: a letter to educators who intend to venture into Morinianas provocations, an analysis of the moriniana perspective of intents and the history of collective hypertext.