A compreensão de estudantes da escola do campo sobre a sua realidade : contribuições dos 3MP no ensino de química na perspectiva dialógica Freireana

Abstract

This work become from the need to articulate the contents of Organic Chemistry with the daily life of Rural Schools, which are based on the students knowledge, in the collective memory of social movements (very present in their attitudes) and which immerse themselves in the need for knowledge from the socio-historical context in which they are inserted. The research was carried out with students from the 3rd year of high school at the 8 de Agosto State High School in the 8 de Agosto Settlement, in the rural area in the City of Candiota. The objective was, through qualitative work, the search for evidence of application of the new knowledge acquired by students to new worldviews, the overcoming of their traditional and historical routines, and not just the reproduction of concepts in the teaching of chemistry. Initially, in order to deepen my view of the school community, there was a reformulation of the first moment of thematic research described by Freire (called Socioanthropologic Dossiê), which made it possible to obtain the significant theme used in this work: pesticides. After that, a pedagogical intervention with a qualitative approach was elaborated and applied, followed by a didactic sequence that was structured in three Pedagogical Moments anchored in a Freirean perspective. These had as fundamental tool, the dialogue, the construction and reconstruction of meanings and the articulation of the teaching of basic organic chemistry with the context of the students. For data analysis, textual discourse analysis (DTA) was used, in which the records were carefully read and grouped into emerging categories, resulting in the following: Civic Scientific Literacy and Critical Environmental Education. As an educational production, a didactic sequence (SD) was organized containing 30 meetings in order to guide the study of organic chemistry using pesticides as a generating theme. This was applied with the students and I could conclude that there were signs of significant learning.