A pedagogia de projetos na escola do campo: a temática da mandioca para o ensino de Química

Abstract

Project Pedagogy, considered an active teaching methodology, allow, based on a theme-problem related to the student's daily life to stimulate the construction of knowledge from practice, favoring an interpretation of reality. Presents as one of its great advantages the development of competencies and skills. Students from a rural environment have knowledge built from the culture in which they are inserted and need to be valued in the teaching-learning process. Going to meet this context, using the Pedagogy of Projects, this research aimed to develop a project with the theme of cassava for presentation in a cultural exhibition, with emphasis on the process of manufacturing cassava flour in a countryside school context. It was intended to provide the understanding of some chemical concepts, as well as to develop cognitive and, especially, socio-emotional skills and abilities. The research was developed in a public high school third grade night class, in the city of Vera Cruz - RN. Initially, a semistructured survey was submitted to characterize the class, which guided the research. The 35 students were divided into groups and faced with different problems related to the theme. For the development of the theoretical and practical base of the students, texts, videos, a lecture with a specialist in cassava-culture, a visit to a traditional flour factory, as well as moments in the classroom mediated by the teacher were selected. The research was conducted through participant observation, characterized from qualitative data that were collected through audio-photographic records and field notes, as well as semi-structured questionnaires according to the moments of the activities. For the analysis of the data, the Discursive Text Analysis was used, which generated a new understanding of the investigated phenomenon. The development of the project culminated with the presentation of students to the local community at the cultural exhibition, with the participation of hundreds of visitors. The ATD results pointed to the development of the chemical concepts, as well as a greater motivation for learning. In addition, the Likert self-assessment questionnaire applied to students showed that the most developed competencies and skills during the project were oral communication and teamwork, both with 94.2% agreement. Thus, the project developed with students made it possible to contextualize the learning of chemical concepts, as well as the development of skills and abilities, highlighting that the approach by projects contributes positively to a dynamic and contextualized teachinglearning.