A prática pedagógica círculo integrador e o ambiente interativo de aprendizagem e difusão em ciências : o ensino de ciências em uma perspectiva emancipatória

Abstract

What expectations do students have regarding Science Teaching? How to help students become interested in Science Teaching? How can student-teacher and student-student interrelationships affect learning? Such questions led to the construction and proposition of a pedagogical practice that contemplates Science Teaching in an emancipatory perspective: the Integrating Circle, which values the context of students; part of a problematizing, dialectical and democratic approach; and encourages collective work through the formation of two study groups: Problematizer and Cogitator. In this research, the focus of the investigation is summarized in the following question: How can the pedagogical practice of the Integrating Circle contribute to Science Teaching, in the final years of elementary school, in an emancipatory perspective? From this question, a pedagogical intervention was developed with students from three ninth-year classes of a Public School in Dom Pedrito, in Rio Grande do Sul, in the Science discipline with the thematic unit “life and evolution” and the object of knowledge “preservation of biodiversity”. Due to the need to develop activities in remote teaching due to the COVID-19 pandemic, interactions took place through Google meet, a group on WhatsApp and also with the creation and use of the Interactive Environment for Learning and Diffusion in Science. Through a qualitative approach, the investigation had three research instruments: singular reports, singular questionnaire and collective report, developed together with the students. This research results in two educational products: the Integrating Circle - a pedagogical practice for Science Teaching; and the Interactive Learning Environment and Science Diffusion. The research results allow validating the Integrating Circle as a pedagogical practice in which the student can: understand and associate scientific concepts to their context; elaborate questions and hypotheses related to the worked content; recognizing themselves as an integral and active subject in the knowledge construction process; recognize the interdependence between human beings and environmental, social and educational dimensions. The Interactive Environment for Learning and Dissemination of Sciences, a space in which the pedagogical practice of Círculo Integrador is systematized, helps teachers and students who will access them to understand how this practice is developed. It is an environment that enables interaction between students, in which knowledge is built together with the teacher researcher, in addition to being the space where students' learning is shared. It is interactive because students can dialogue through the groups, it is a learning experience because it includes pedagogical activities, teaching material and material produced by students, and it is a diffusion tool because it allows the publication and access of science productions. This investigation allowed the qualification of the Integrator Circle pedagogical practice so that other teachers can use it, as well as awakening in students the will to study and that they are able to position themselves in front of their reality.