Navegando por Autor "Pelheta, Cássio Daniel Medeiros"

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O ensino de Química através da metodologia dos temas geradores e o uso de recursos didáticos: uma abordagem sobre drogas
(2021-02-26) Pelheta, Cássio Daniel Medeiros; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046
The present work uses the methodology of the generating themes and a proposal to use some didactic resources to work on a generating theme that emerged through a thematic investigation. According to one of the greatest educators in history, Paulo Freire had the vision of an education that frees individuals through “critical, transformative and differential awareness, which emerges from education as a practice of freedom, the construction of the meaning of education for Paulo Freire it is based on dialogicity and problematization of the reality experienced and the social contradictions experienced by the students and these are portrayed through the generative themes. If you get a generating theme, according to him, it occurs through a thematic investigation. Delizoicov (1990) systematized thematic investigation in five stages: 1st - preliminary reality survey, 2nd - analysis of situations and choice of codifications, 3rd - thematic investigation circle, 4th - Thematic reduction and 5th - development of the program in the classroom . In this perspective, the focus of this work was to evaluate how the use of generating themes could contribute to the teaching-learning process of students in high school. The construction of the data had been obtained through interviews and questionnaires applied to the classes. The results of the first two stages proposed by Freire (2020) and systematized by Delizoicov (1990) emerged on the following themes: drugs, health, work and education. In the 3rd stage, these issues were discussed with students in order to choose the most significant one, which was "Drugs". From this generative theme, it was selected how such contents of the “drugs” theme would be worked on (4th stage, thematic reduction). Based on the steps, the generator theme emerged through presentations by the group of participating students, through several different didactic resources between two high school classes in a public school in the city of Manaus, AM, Brazil. The data of this research were collected through the initial questionnaires and a report of final experience, proposed to the groups and analyzed through the content analysis of Bardin (1994). The results generated from this work show that the use of the methodology of the generating themes, favors the teaching of Chemistry, as well as a more critical and citizen education of students.