Ensino de ciências no 9º ano do Ensino Fundamental: uma proposta de ensino-aprendizagem na perspectiva interdisciplinar e contextualizada

Abstract

This research deals with the theme of the Teaching of Natural Sciences in the ninth year of Elementary School, addressing the planning and implementation of a learning environment in an interdisciplinary perspective. The research was carried out in concomitance with the curricular component of Supervised Internship III: teaching in Elementary School (EF), belonging to the curricular matrix of the ninth semester of the Natural Sciences Course - Licenciatura (LCN), being the stage the very field of this research . The purpose of this study was to provide a reflection and discussion on the planning of interdisciplinary didactic practices in the Teaching of Natural Sciences. It is considered necessary the insertion of the discussion about the interdisciplinarity in the Teaching of Natural Sciences, starting from an interdisciplinary teaching plan in the EF, being this one, constructed with the proposal of diverse curriculum from the articulation of the contents of the areas of Sciences (CN), interconnecting concepts of Chemistry and Physics, which deal with disciplines seen as complex, being inserted in the next stage of schooling in High School. The references for the theoretical-conceptual discussion are the studies of Libâneo (1994), Fazenda (1994), Anastasiou (2015), Masetto (1994) and Vasconcellos (2002). This research is characterized as an action research, in which the main subject involved is the researcher herself as a trainee teacher of a ninth grade class of a public school in the municipality of Dom Pedrito - RS, during the first three months of the first semester of 2018. The results obtained through reflections in the researcher's on-board diary, together with their evaluation tools, show that the interdisciplinary block 1 was experimental in the interdisciplinary and contextualized pedagogical process. The two interdisciplinary thematic block is characterized by the effective implementation of interdisciplinary and contextualized classes, broadening the vision and observation for a joint fidelity between interdisciplinarity and its dialectical moments, together with each objective (conceptual, procedural and attitudinal) proposed in the classroom. And finally, the interdisciplinary block three, is characterized as the block of improvement in the pedagogical process as a whole, by the researcher teacher and an even greater exploration, by the students, who already felt at ease with the style of classes tax. Through this research, it was possible to verify that the elaboration of a planning, with the structuring of a teaching plan and its didactic elements, in the classes of the Supervised Stage III, made possible the accomplishment of interdisciplinary and contextualized classes allied to the dialectical methodology, contributing with the construction of scientific knowledge of Nature Sciences.