Observação e análise da rotina escolar à luz da Teoria da Aprendizagem Significativa e da Alfabetização Científica

Abstract

This article intends to identify didactic possibilities in contexts of Significant Learning and Scientific Literacy, as being able to broaden and reconfigure previously existing ideas in the conception of students and teachers. Structural elements were identified in these theoretical contributions, considered as qualifiers to the teaching-learning processes. Here we present the observation and analysis of an experience lived through the school routine of a 9th grade class of a public Elementary School in the municipality of Caçapava do Sul/RS. A schedule of observations was developed, consisting of five days in alternate weeks. This research has a qualitative methodology, and its results were raised through logbook. The results obtained after an analysis of the didactics used by the teachers observed have a great pedagogical potential for a teaching capable of developing broad understandings, since the students qualify to express their knowledge to capacity teachers and with innovative practices.