Ensino pela pesquisa: um estudo de caso a partir do curso técnico em química do Instituto Estadual de Educação Prof. Annes Dias de Cruz Alta-RS

Abstract

In this work, we sought to analyze and reflect on the trajectory of the Technical Course in Chemistry at the State Institute of Education Professor Annes Dias – Cruz Alta/RS, from the theory-practice interconnection, with emphasis on the methodology of Research Projects and the proposal/attitude of teaching/educating through research, a proposal that has been developed over ten years within the scope of the course. In a broad way, it was intended to carry out an case study involving students and professors from the technical course of the aforementioned institute, with a view to recognizing the teaching/education methodology, supported by the research, to qualify the actions of teaching and learning. Emerging from the Research Problem, the general objective was to: collect, systematize, analyze, understand and communicate data/information on the Research Projects developed and presented by teachers and students of the course at the Professional Education Exhibition (PEE), identifying theoretical-methodological elements qualifying the teaching and learning processes and extending the results obtained to other technical courses at the institution. As Specific Objectives, it is possible to mention: (a) Systematize and propose a record of the Research Projects developed within the scope of the Technical Course in Chemistry at IEE Prof. Annes Dias and presented at the Professional Education Exhibition (PEE) from 2008 to 2018, an event described in the Theoretical Framework of this Dissertation; (b) Clinically interview (semi-structured format) teachers and students (graduates and/or frequent students) of the said course/institution, in order to investigate the contributions of the Research Projects methodology to the teaching and learning processes and (c) Analyze the data/information obtained in (a) and (b) and identify theoretical-methodological elements considered to qualify the teaching and learning processes for their dissemination and exposure to professors from other technical courses at the aforementioned institution, in the form of a seminar. This constitutes the Educational Product of the Professional Master's Degree materialized in this Dissertation. Then, the perceptions of those teachers were analyzed, collected from an open questionnaire, using the Discursive Textual Analysis (DTA) as an instrument. As theoretical bases, we used the Theory of Meaningful Learning, proposed by Ausubel, Novak and Moreira, and the approach of teaching/educating through research, highlighting the contributions of Thiolent, Moraes, Galiazzi and Demo. A brief overview of Technical Education in Brazil and a literature review from the 2013, 2015 and 2017 editions of the National Meeting of Research in Science Education are also presented, considered relevant to this research, in order to expand the possibilities of interpretation and analysis. The methodological procedures were based on a qualitative bias, structuring themselves with the premises of a case study, with a proposal by Gil, articulated with elements of action research, according to Thiolent's perspectives. For data analysis, the Discursive Textual Analysis (DTA) technique developed by Moraes and Galiazzi was used. As a result of this Dissertation and aiming to meet the specific objective (a), three Tables were created: (i) Environment and Sustainability; (ii) Well-being and Health and (iii) Materials and Structures. To meet the specific objective (b), five categories were established, all of the emerging type, under the assumptions of DTA: (i) Crossings of theory and practice; (ii) The potencies of the problem; (iii) Chemistry Technician – from school to life; (iv) Collective work and sharing experiences and (v) The constitution of a research student/professor. In such categories, perspectives of a teaching and learning subsidized and structured by research procedures were addressed. And, in order to address the specific objective (c), a seminar was designed/produced as an emerging Educational Product of this research, in the format of a video, available at the link https://youtu.be/TDNK-XVeW4U, which includes subsidies and guidelines regarding the teaching-learning methodology subsidized by the research. It is hoped, therefore, to contribute to the understanding of the research process as constituting a highly qualifying strategy for teaching and learning.