Aprendizagens não-lineares: uma proposta de hipertextualização em ciências no 6º ano do ensino fundamental

Abstract

This search, through the cartographic method, has the objective to make emerge and get visibility the routes and strategies experimented by a teacher, who, implicated on her own practice, is a researcher. An experience in search of building a new thinking, another perspective on learning, a new posture as an educator. This research was carried out in a class of sixth grade elementary school in Bagé municipal school, in the state of Rio Grande do Sul. Its objective was to build and implement a proposal of a branched pedagogic intervention based on Pierre Lèvy concept of hypertextualization and Edgar Morin theories of complexity. Also evaluate the potential for the systemic learning of students in science with the aim of contributing to create possibilities to engineer and give visibility to the authorship and collective processes of these learning. The proposal involved an organization of a website and the elaboration/proposition of problem situations, in a narrative form, using the theme biome Pampa and notions of ecology. This research was guided by cartographic clues, both in the construction and implementation of the website as in the analysis of the problem situations and interventions. The evaluation was made through the records made by the students on the website and the teacher's/researcher's logbook. In liaison to the research problem, that interrogated about “how to provide students with a systemic learning, integrating knowledge, in an inventive and collaborative way”, it was possible to observe throughout the intervention and analysis of the data, that the more open, bifurcating, problem situations provided to the students and have demonstrated to the teacher-researcher moments of creation/invention, where the work-linked attentional modes was also observed. Now a focused attention, focused on the resolution of tasks, now a distracted attention, where some creations emerged. The intervention of the character "Defender of the Pampa" helped mainly in the moments in which the problem situations were not so open and tended to more objective answers, making, through the interventions, bifurcations that allowed authorship; although the tension is also noticed in the attentive ways of the teacher/researcher both in the classroom and through the character Defender of the Pampa.