Alimentos ultraprocessados: uma aproximação para o ensino de química orgânica por meio da aprendizagem cooperativa
With a little experience in the school daily life of basic education it is noticed that there is a deficiency in the use of efficient methodologies for the accomplishment of group activities in classrooms. In general, the proposed activities end up forming in a work often individual or only a few...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25975 |
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| Resumo: | With a little experience in the school daily life of basic education it is noticed that there is a
deficiency in the use of efficient methodologies for the accomplishment of group activities in
classrooms. In general, the proposed activities end up forming in a work often individual or
only a few members of the group, while others remain unrelated to what happens, not
reaching the objectives outlined for these activities that would be the development of social
skills, much less in the that deals with the understanding of the disciplinary contents. Thus,
the objective of this work is to elaborate, apply and evaluate an educational product, which
consists of a sequence of activities for the teaching of classification of carbon chains and cistrans
isomerism using ultraprocessed foods as a theme for social and cooperative reflection
consumption. The educational product consists essentially of a primer with guidelines for the
teacher to apply the sequence of activities in his or her classroom. All the proposed activities
were thought to be carried out in groups and following the methodological orientations of the
Cooperative Learning and supported in an interactionist perspective, specifically in the
reference of the socio-historical theory of Vygotsky, from which the theory of the Zone of
proximal Development is extracted to understand the interactions between peers and the
theory of positive interdependence that emerges from Cooperative Learning (CL)
methodology. A qualitative methodological approach was used that presents some elements of
the type of action research in the perspective of intervention in a reality experienced by the
actors of the teaching-learning process. The Sequence of Activities was applied with students
from a state school in Parnamirim / RN. Data were collected using open questionnaires, a
Likert Scale questionnaire and a didactic activity. The data were analyzed by means of the
categorization from the students' answers and the statistical treatment. The results obtained
demonstrate that high school students sometimes have little maturity to understand the
inclusion of different activities in the daily school life, or even are not used to them, and it is
necessary to have an affective relationship between teacher-student to that innovative
activities are well accepted. In spite of this, CL's potential was demonstrated in the
development of social competences and the promotion of discussions around disciplinary
contents. |
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