Análise do ensino de química na Escola do Campo do estado do Mato Grosso do Sul (Brasil) a partir da perspectiva humanística da educação
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2020-08-24
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho permeia discussões acerca do currículo de química na Educação do Campo a partir da análise dos Projetos Políticos Pedagógicos (PPP) das Escolas do Campo e do Referencial Curricular do estado de Mato Grosso do Sul (MS) sob a perspectiva humanística de Paulo Freire. Envolveu também a construção de Sequência Didática abordando a temática dos agrotóxicos para se trabalhar o conteúdo dos grupos funcionais, sendo estes componentes curriculares do Ensino de Química no Ensino Médio. A pesquisa foi norteada pela concepção educacional Freireana e buscou valorizar a dialogicidade e a contextualização do tema, visando contribuir com propostas temáticas significativas que reflitam diretamente o nsino de Química para a Educação do Campo. Como percurso metodológico adotamos a análise documental, na qual foram analisados os PPP das Escolas do Campo de MS, bem como a análise de questionário respondido por alunos do terceiro ano do Ensino Médio, que versava sobre a investigação do contexto cotidiano dos alunos envolvidos e também acerca dos grupos funcionais, agrotóxicos e produção agroecológica. Também foi proposta uma Sequência Didática elaborada a partir da metodologia dos Três Momentos Pedagógicos. Verificou-se pela análise dos PPP que os mesmos não possuem um padrão de produção para todo o estado, cada escola possui a liberdade de produzir os itens que acham necessários conter em seu documento. Foi observado ainda que a maioria das Escolas do Campo que citam os projetos trabalham com a horta escolar como meio coletivo de produção do conhecimento científico e desenvolvimento de projetos científicos (Feira de Ciências). A análise das respostas dos alunos indicaram que a maior parte sabem definir o que é um agrotóxico e qual a sua utilização no meio rural. Foi verificado ainda, que estes tipos de produtos altamente tóxicos fazem parte do cotidiano de muitos estudantes, não só os sujeitos envolvidos na pesquisa como a comunidade escolar como um todo. Sendo assim, como produto elaborou-se uma Sequência Didática utilizando os Três Momentos Pedagógicos, e um Guia Químico de Inseticidas Naturais, que contemplam o conteúdo curricular dos grupos funcionais, com uma visão ampliada para agregar conceitos inerentes à agroecologia, como por exemplo, a produção de inseticidas naturais.
This work permeates discussions about the chemistry curriculum in Rural Education based on the analysis of Pedagogical Political Projects (PPP) in the Schools of the Countryside and the Curriculum Reference of the state of Mato Grosso do Sul (MS) under the humanistic perspective of Paulo Freire. It also involved the construction of Didactic Sequence addressing the theme of pesticides to work on the content of functional groups, these being curricular components of Chemistry Teaching in High School. The research was guided by the Freirean educational concept and sought to value the dialogicity and contextualization of the theme, aiming to contribute with significant thematic proposals that directly reflect the teaching of chemistry for rural education. As a methodological path, documental analysis was adopted, in which the PPPs of the Coutryside´s Schools of MS were analyzed, as well as the analysis of a questionnaire answered by students of the third year of high school, which dealt with their previous knowledge about the functional groups, pesticide and agroecological production. It was also proposed a Didactical Sequence elaborated from the methodology of the Three Pedagogical Moments (Paulo Freire). We verified by the analysis of the PPP that they do not have a production standard for the entire state, each school has the freedom to produce the items that they think necessary to contain in their document. It is also observed that the majority of schools in the countryside that mention the projects work with the school garden as a collective means of producing scientific knowledge and developing scientific projects (Science Fair). The analysis of the students' responses indicated that all of them know how to define what a pesticide is and how it is used in rural areas. We also observed that these types of highly toxic products are part of the daily lives of many students, not only the subjects involved in the research, but also the school community as a whole. Therefore, as a product a Didactical Sequence was elaborated using the Three Pedagogical Moments, and a Chemical Guide of Natural Insecticides, which contemplate the curricular content of the functional groups, with an expanded vision to aggregate concepts inherent to agroecology, such as, for example, production of natural insecticides.
This work permeates discussions about the chemistry curriculum in Rural Education based on the analysis of Pedagogical Political Projects (PPP) in the Schools of the Countryside and the Curriculum Reference of the state of Mato Grosso do Sul (MS) under the humanistic perspective of Paulo Freire. It also involved the construction of Didactic Sequence addressing the theme of pesticides to work on the content of functional groups, these being curricular components of Chemistry Teaching in High School. The research was guided by the Freirean educational concept and sought to value the dialogicity and contextualization of the theme, aiming to contribute with significant thematic proposals that directly reflect the teaching of chemistry for rural education. As a methodological path, documental analysis was adopted, in which the PPPs of the Coutryside´s Schools of MS were analyzed, as well as the analysis of a questionnaire answered by students of the third year of high school, which dealt with their previous knowledge about the functional groups, pesticide and agroecological production. It was also proposed a Didactical Sequence elaborated from the methodology of the Three Pedagogical Moments (Paulo Freire). We verified by the analysis of the PPP that they do not have a production standard for the entire state, each school has the freedom to produce the items that they think necessary to contain in their document. It is also observed that the majority of schools in the countryside that mention the projects work with the school garden as a collective means of producing scientific knowledge and developing scientific projects (Science Fair). The analysis of the students' responses indicated that all of them know how to define what a pesticide is and how it is used in rural areas. We also observed that these types of highly toxic products are part of the daily lives of many students, not only the subjects involved in the research, but also the school community as a whole. Therefore, as a product a Didactical Sequence was elaborated using the Three Pedagogical Moments, and a Chemical Guide of Natural Insecticides, which contemplate the curricular content of the functional groups, with an expanded vision to aggregate concepts inherent to agroecology, such as, for example, production of natural insecticides.
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Palavras-chave
Agrotóxicos, Inseticidas Naturais, Sequência Didática, Material Didático, Ensino Médio, Pesticides, Natural insecticides, Didatical sequence, Didactic material, High school