Construindo saber docente interdisciplinar : a termogravimetria em um laboratório didático

Abstract

The main focus of the present research was to show how the relationship between teachersresearchers of Mathematics and Physics was developed for the construction of interdisciplinary teaching and learning. These teachers-researchers were the main characters of this study in the same school environment (Cefet Química). Characteristics of prior knowledges of these teachers were found during the construction of this interdisciplinary learning. The laboratory teaching was a facilitator to establish the interdisciplinary interactive relationships in the school and also to build with learners, concepts of subjects such as, Physics, Chemistry and Mathematics in an integrated, contextualized and meaningful way. The methodology used in this study was the action-research, which rescued a technique known as Thermogravimetry in order to be applied as experimental activity in a teaching laboratory class, where teachers-researchers and a common class of high school learners participated. It was evidenced in this research, the breaking of epistemology and pedagogical barriers during the shared construction of interdisciplinary teaching and learning by the teachers-researchers and the need of changes which this knowledge requests, with the aim of seeking teachers improvement for the expected results. Enriching points were achieved for the professional development of both teachers-researchers, also for the Mathematics teacher (the author of this thesis), as for the Physics teacher, his partner since the beginning of the research. Among these points, it was pointed out the possibility to build at school, new paths for a different work with high school learners and teachers from different subjects acting in common agreement. The rescue of an old technique, but which has still been used these days in scientific studies, was adapted in order to be applied in the school environment, as a way to contextualize and give meaning to Physics, Mathematics and Chemistry contents, whose incorporation was given during the research. The discourse analysis which was registered in audio in the meetings of the involved teachers showed that the process of construction of interdisciplinary knowledge of these teachers-researchers was marked by the practical specificities of the previous and current professional culture of each one.