Planejamento e desenvolvimento de uma sequência didática com caráter sociocientífico sobre a avaliação do ciclo de vida das baterias de lítio
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Data
2021-08-04
Autores
Alexandrino, Rogério Falasca
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho apresenta uma atividade de pesquisa realizada num contexto de ensino em que o professor/pesquisador leciona, em uma classe de terceiro ano do ensino médio de uma escola técnica estadual, de uma cidade do interior do estado de São Paulo, orientando-se pelo componente curricular de Física. Os conceitos norteadores se referem à teoria de Jurgen Habermas – expressa no livro “Técnica e Ciência como Ideologia” – em que o autor argumenta que as mudanças culturais derivam direta ou indiretamente das inovações tecnológicas, o que significa que, enquanto humanidade, estamos nos adaptando passivamente às exigências do aperfeiçoamento indefinido do aparato técnico. Enfatiza-se, portanto, a relação entre a escola e o conceito de educação instrumental. Sendo assim, instauramos, na sala de aula, no ensino remoto, discussões sobre o conceito da Avaliação do Ciclo de Vida das baterias de lítio, em uma perspectiva que articulou uma questão sociocientífica, sugerindo que não cabe à escola promover uma educação instrumental focada somente na preparação para os grandes exames, mas também formar cidadãos críticos e reflexivos. Assim, foi possível elaborar e concretizar, uma sequência didática sobre a Avaliação do Ciclo de Vida das baterias de lítio, visando contribuir com o processo formativo dos envolvidos no sentido de instaurar uma racionalidade comunicativa e colocar a instrumentalidade na qual eles estão inseridos em subordinação a ela. Para alcançar esse propósito, este estudo qualitativo iniciou-se pela revisão de literatura e a partir daí, desenvolveu-se a sequência didática. Para a constituição dos dados de pesquisa, utilizou-se: as transcrições das gravações das aulas, o diário de campo do professor/pesquisador e o diário de aprendizagem dos alunos. Para análise foram utilizadas categorias a priori estabelecidas pela técnica de Análise de Conteúdo. Como resultado, podemos apontar que o planejamento da sequência didática possibilitou momentos de reflexão sobre a prática docente, proporcionou a articulação entre o conteúdo de Física com questões que envolvem Avaliação do Ciclo de Vida das baterias de lítio e evidenciou a dificuldade de planejar e desenvolver uma sequência didática com caráter sociocientífico. Na perspectiva do desenvolvimento da sequência didática apresentamos alguns resultados no que diz respeito ao estímulo para a argumentação, momentos de reflexão e uma nova compreensão do conteúdo de Física. Por fim, apontamos tanto as limitações desta abordagem, bem como o potencial formativo a ser vislumbrado, além de seu compromisso na formação de cidadãos ativos que questionem e se reconheçam na sociedade.
This work presents a research activity carried out in a teaching context in which the teacher/researcher teaches, in a third-year high school class of a state technical school, from a city in the interior of the state of São Paulo, guided by the curricular component of Physics. The core concepts refer to Jurgen Habermas' theory – expressed in the book "Technique and Science as An Ideology" – in which the author argues that cultural changes derive directly or indirectly from technological innovations, which means that, as humanity, we are passively adapting to the demands of the undefined improvement of the technical equipment. Therefore, the relationship between the school and the concept of instrumental education is emphasized. Thus, in the classroom, in remote education, we instituted discussions on the concept of life cycle evaluation of lithium batteries, in a perspective that articulated a socioscientific issue, suggesting that it is not up to the school to promote an instrumental education focused only on preparing for the large exams, but also to train critical and reflective citizens. Thus, it was possible to elaborate and realize a didactic sequence on the Life Cycle Evaluation of lithium batteries, aiming to contribute to the formative process of those involved in establishing a communicative rationality and placing the instrumentality in which they are inserted in subordination to it. To achieve this purpose, this qualitative study began with a literature review and from there, the didactic sequence was developed. For the constitution of the research data, we used: the transcriptions of the recordings of the classes, the field diary of the teacher/researcher and the students' learning diary. For analysis, a priori categories established by the Content Analysis technique were used. As a result, we can point out that the planning of the didactic sequence allowed moments of reflection on the teaching practice, provided the articulation between the content of Physics with questions involving Evaluation of the Life Cycle of lithium batteries and evidenced the difficulty of planning and developing a didactic sequence with a socioscientific character. From the perspective of the development of the didactic sequence, we present some results regarding the stimulus for argumentation, moments of reflection and a new understanding of the content of Physics. Finally, we point out both the limitations of this approach, as well as the formative potential to be envisioned, in addition to its commitment to the formation of active citizens who question and recognize themselves in society.
This work presents a research activity carried out in a teaching context in which the teacher/researcher teaches, in a third-year high school class of a state technical school, from a city in the interior of the state of São Paulo, guided by the curricular component of Physics. The core concepts refer to Jurgen Habermas' theory – expressed in the book "Technique and Science as An Ideology" – in which the author argues that cultural changes derive directly or indirectly from technological innovations, which means that, as humanity, we are passively adapting to the demands of the undefined improvement of the technical equipment. Therefore, the relationship between the school and the concept of instrumental education is emphasized. Thus, in the classroom, in remote education, we instituted discussions on the concept of life cycle evaluation of lithium batteries, in a perspective that articulated a socioscientific issue, suggesting that it is not up to the school to promote an instrumental education focused only on preparing for the large exams, but also to train critical and reflective citizens. Thus, it was possible to elaborate and realize a didactic sequence on the Life Cycle Evaluation of lithium batteries, aiming to contribute to the formative process of those involved in establishing a communicative rationality and placing the instrumentality in which they are inserted in subordination to it. To achieve this purpose, this qualitative study began with a literature review and from there, the didactic sequence was developed. For the constitution of the research data, we used: the transcriptions of the recordings of the classes, the field diary of the teacher/researcher and the students' learning diary. For analysis, a priori categories established by the Content Analysis technique were used. As a result, we can point out that the planning of the didactic sequence allowed moments of reflection on the teaching practice, provided the articulation between the content of Physics with questions involving Evaluation of the Life Cycle of lithium batteries and evidenced the difficulty of planning and developing a didactic sequence with a socioscientific character. From the perspective of the development of the didactic sequence, we present some results regarding the stimulus for argumentation, moments of reflection and a new understanding of the content of Physics. Finally, we point out both the limitations of this approach, as well as the formative potential to be envisioned, in addition to its commitment to the formation of active citizens who question and recognize themselves in society.
Descrição
Palavras-chave
Sequência Didática, Questões Sociocientíficas, Processo Formativo, Politização do Aluno, Didactic Sequence, Socioscientific Issues, Formative Process, Student Politicization