Investigação acerca de ações transversais em escolas da Argentina, Brasil e Uruguai

Abstract

Cross-cutting themes approach is an important strategy for contextualizing teaching, bringing together syllabus and society life events. The use of this strategy qualifies teaching by promoting humanization and stimulating the student's criticality and citizenship attitude in relation to their immediate reality. Thus, this research aimed to investigate the development of cross-cutting actions in border countries belonging to Mercosur. Methodology, with a qualitative approach, was characterized by being exploratory and descriptive, outlined by Document Analysis and Case Study. Research scenario was formed by the cities of Barra do Quaraí and Uruguaiana (Brazil), Bella Unión (Uruguay), and Paso de Los Libres (Argentina). Sample consisted of schools located in the outskirts of cities above mentioned, and which presented a low Basic Education Development Index or similar assessment in each country. The scenario also contemplated the Federal University of Pampa (campus Uruguaiana/RS), with undergraduate students from Nature Sciences course, and the city of Corrientes (Argentina), at the request of the Argentina Ministry of Education. Methodological path covered the following steps: i) Diagnosis of transversal orientations in the official educational documents of each country and in the Mercosur Educational Action Plans; Application of a questionnaire for teachers; Application of a questionnaire to undergraduate students of Natural Sciences; Conducting an activity with students from the final years of elementary school; ii) Development of Teacher Training focusing on cross-cutting themes through the Problematization Methodology with Maguerez Arch; iii) Reassessment of post-training teachers conceptions; iv) Proposal for the construction of teaching material, together with teachers, about the activities developed. Data obtained were treated through Content Analysis and Grounded Theory. Results are presented in this thesis in the form of six articles, two manuscripts and a book chapter. These results allow us to state that transversality, despite its significance, is developed in a reduced way in educational practice of the study participants. The use of this teaching strategy has been configured as a deficit due to the scarcity of subsidies in continuing education focused on this type of approach. It is inferred that it is essential to invest in training processes aimed at transversality and that foster professional teacher development, through the use of new teaching methodologies. We understand that, based on this, teachers will have more tools to encourage students to build a critical, reflective, collective and responsible conscience, in view of the structures conceived and known in society.