O Processo de ensino-aprendizagem sobre a água na disciplina ciências da natureza no 5º ano do ensino fundamental em uma perspectiva de CTS

Abstract

The teaching and learning process is one of the praxis and logical logic that they practice the most, as there are several relationships between the subjects and the objects of the act of learning and which result in the construction of knowledge. To understand this principle, we had as a general objective "to analyze the process of teaching and learning about water, useful for science students and technological resources in the teaching of natural sciences in the 5th year of elementary school". The research group that took place at the Municipal School Irmã Cristine in the city of Parintins - AM, and had as subjects 25 (twenty-five) students of a class of 5th year of E.F. and a full professor of the room. A research was divided into three phases, in which the research instruments were used for the production and subsequent analysis of data. In the first phase, we conducted a bibliographic search; in the second phase of documentary research and in the third phase, if data production is the means of activities activated in the classroom, such as participant observation, semi-structured interview and didactic sequence planned and mediated by the researcher for further analysis. Criticism requires a type of science teaching disconnected from a historical, dogmatic and memoristic perspective, which distances the objective of teaching that we intend (critical and reflective), as a facilitator of the students' understanding of the natural world, as well as their action to change the environment. environment. Therefore, we understand that, in order to carry out the teaching and learning process in a critical and reflective way, which allows the student to perform an activity in the environment, it is a break of paradigms that goes far beyond what just changes the practical practice. This involves the entire educational context that presents the official education documents, the idealized school proposal, the continuing education of teachers and the realization of a practice that values the entire process of building studies by the students who study and the teacher), understanding this process as a dialogical construction that requires an intimate interaction between who discusses and as real life situations