Sequência de ensino investigativa para aprendizagem significativa na área de química: uma contextualização com alimentos

Abstract

This master‟s dissertation refers to an investigative teaching sequence in the Chemistry area as a contextualized proposal about food. The research problem that guided this inquiry was: How to think up a pedagogical proposal through an investigative teaching sequence that results in meaningful, social interactionist, and problematizing learning in the Chemistry area? The methodological path included bibliographic research grounded on Lakatos and Marconi (1990), and the study approach was qualitative, according to Minayo (1994). The investigative teaching sequence enables the teacher to develop Chemistry teaching consistently, directed to scientific investigation, and favorable to the construction of critical and reflexive behavior, sensible to the resolution of daily life problems, in a contextualized manner, integrated to the main changes and transformations that the world goes through. The product of this research is a pedagogical proposal organized in the form of an investigative teaching sequence with the theme: “The Chemistry of coffee and bread: let‟s have coffee and warm bread?” We framed a proposal that was able to incorporate the teaching-learning dimension, reaching the variables that influence all the paths to build Chemistry knowledge, providing teachers with a holistic view of the process and each stage of its development. The authors referred to in the dialogue – Piaget, Vygotsky, Ausubel, and Freire - complement each other epistemologically at each stage of development and construction of established knowledge in the Investigative Teaching Sequence