Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.

Transposição didática da interação do laser com sistmas biológicos no ensino médio: uma proposta de guia didático para professores

In this dissertation was elaborated an interdisciplinary didactic sequence for the development of Physical concepts involved in the interaction of laser radiation with biological matter in order to make a relation between Physics and other fields of knowledge aiming to enlarge the contextualization of scientific knowledge. The objective was to develop an educational product which theme is “Laser’s Interaction with Biological Tissues”. In this work, basic physical concepts related to laser radiation were presented, its interaction with matter and applicability in the student's daily life, with emphasis on Public Health. The inclusion of the subject in schools was effected through didactic transposition as theoretical foundation and the three pedagogical moments as teaching support. The development of the project involved discussions of scientific knowledge applied in society’s daily life. In the product's design the didactic sequence was projected and the use of varied teaching resources has been proposed, such as videos, texts, experiments, simulators and de Software “Tracker”. The construction of paradidactic material was performed considering different stages of equal importance for a teacher's reflection process. The work prioritizes the alternative conceptions of student, transforming him in a direct agent of the construction of knowledge and this aspect is based on the profile of the Student's Material. Another important point is the evaluation's proposal, this was systematized to be done class after class through building texts, essay questions, presentation of papers, among others activities. The didactic sequence guides the introduction of relevant topics of the students and society’s daily life, the ideas are not closed and in many times the teacher make changes which deem relevant to the teaching for better development of their practice.