O esvaziamento dos conteúdos matemáticos no currículo do estado de São Paulo: consequências no ensino da química
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Data
2019-02-20
Autores
Creste, Josiani Ferreira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho aborda aspectos que contribuem para a superação do esvaziamento dos conteúdos matemáticos que são essenciais para o desenvolvimento dos conceitos químicos presentes no Currículo Oficial do Estado de São Paulo para a 1ª Série do Ensino Médio, sob a ótica da Pedagogia Histórico-Crítica. A problemática da pesquisa levou em consideração os seguintes questionamentos: Como resgatar os conceitos de Matemática necessários para a compreensão da Química por meio da articulação entre esses dois saberes? A defasagem dos conteúdos matemáticos do Ensino Fundamental desfavorece a apropriação dos conceitos químicos no Ensino Médio? Para o desenvolvimento do trabalho foi utilizado o método da pesquisa bibliográfica, do tipo descritiva, numa abordagem qualitativa e como instrumento de coleta de dados a observação qualitativa. Adotaram-se como referenciais teóricos as obras de Dermeval Saviani, Newton Duarte, José Paulino Orso, Julia Malnchen, Ana Carolina G. Marsiglia, Mara Sueli Simão Moraes entre outros autores. O produto educacional desta pesquisa trata-se de uma Sequência Didática desenvolvida e aplicada a uma sala 1ª série do Ensino Médio com 31 alunos de uma escola da Rede Estadual, localizada em um distrito de um município paulista. As atividades foram ordenadas e estruturadas a partir de um tema político-social, articulando os conceitos matemáticos ao ensino de Química e assim desenvolvendo conhecimento significativo em ambas as áreas. Os dados demonstraram que, apesar da grande dificuldade apresentada pelos alunos durante a realização das atividades, o tema político-social auxiliou na consolidação dos conceitos matemáticos e despertou o interesse pela Química e pela Matemática. Além disso, a contextualização sob a ótica da Pedagogia Histórico-Crítica auxiliou no desenvolvimento do pensamento crítico em relação ao tema político-social bebidas energéticas.
This paper addresses aspects that contribute to the overcoming of the drainage of mathematical contents that are essential for the development of the chemical concepts present in the Official Curriculum of São Paulo State for the 1st grades of High School, under the perspective of Historical-Critical Pedagogy. The research problem took into consideration the following questions: How should rescue the Mathematics concepts necessary for the understanding of Chemistry through the articulation between these two pieces of knowledge? Does the discrepancy in the mathematical content of elementary school create a disadvantage in the appropriation of chemical concepts in high school? For the development of the work, it was used the method of bibliographic research, of descriptive type, in a qualitative approach and as an instrument of data collection the qualitative observation. Dermeval Saviani, Newton Duarte, José Paulino Orso, Julia Malanchen, Ana Carolina G. Marsiglia, Mara Sueli Simão Moraes, and other authors were adopted as theoretical references. The educational product of this research is a Didactic Sequence developed and applied to the 1st-grade classroom, with 31 students of a Public high school, located in a district of São Paulo City. The activities were organized and structured based on a political-social theme, articulating the mathematical concepts to the teaching of chemistry and thus developing significant knowledge in both areas. The data showed that, despite the great difficulty presented by the students during the activities, the social-political theme helped in the consolidation of the mathematical concepts and aroused the interest in Chemistry and Mathematics. In addition, the contextualization from the point of view of HistoricalCritical Pedagogy helped in the development of critical thinking about the politicalsocial energetic drinks theme.
This paper addresses aspects that contribute to the overcoming of the drainage of mathematical contents that are essential for the development of the chemical concepts present in the Official Curriculum of São Paulo State for the 1st grades of High School, under the perspective of Historical-Critical Pedagogy. The research problem took into consideration the following questions: How should rescue the Mathematics concepts necessary for the understanding of Chemistry through the articulation between these two pieces of knowledge? Does the discrepancy in the mathematical content of elementary school create a disadvantage in the appropriation of chemical concepts in high school? For the development of the work, it was used the method of bibliographic research, of descriptive type, in a qualitative approach and as an instrument of data collection the qualitative observation. Dermeval Saviani, Newton Duarte, José Paulino Orso, Julia Malanchen, Ana Carolina G. Marsiglia, Mara Sueli Simão Moraes, and other authors were adopted as theoretical references. The educational product of this research is a Didactic Sequence developed and applied to the 1st-grade classroom, with 31 students of a Public high school, located in a district of São Paulo City. The activities were organized and structured based on a political-social theme, articulating the mathematical concepts to the teaching of chemistry and thus developing significant knowledge in both areas. The data showed that, despite the great difficulty presented by the students during the activities, the social-political theme helped in the consolidation of the mathematical concepts and aroused the interest in Chemistry and Mathematics. In addition, the contextualization from the point of view of HistoricalCritical Pedagogy helped in the development of critical thinking about the politicalsocial energetic drinks theme.
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Palavras-chave
Ensino, Química, Matemática, Pedagogia histórico-crítica, Esvaziamento curricular, PHC, Teaching, Historical-critical pedagogy, Chemistry, Mathematics, Curriculum emptying