CONSTRUINDO SABER DOCENTE INTERDISCIPLINAR : A TERMOGRAVIMETRIA EM UM LABORATÓRIO DIDÁTICO
Matemática
Física
Ciências
Termogravimetria
Ensino médio
Estudo e ensino
Saber Docente Interdisciplinar
Ensino interdisciplinar
Professor
Formação continuada
Interação educador-educando
Physics
Mathematics
Chemistry
Interdisciplinary teaching and learning
Thermogravimetry
CNPQ::CIENCIAS HUMANAS::EDUCACAO
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.
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Document type
TeseFormat
application/pdf
Subject(s)
QuímicaMatemática
Física
Ciências
Termogravimetria
Ensino médio
Estudo e ensino
Saber Docente Interdisciplinar
Ensino interdisciplinar
Professor
Formação continuada
Interação educador-educando
Physics
Mathematics
Chemistry
Interdisciplinary teaching and learning
Thermogravimetry
CNPQ::CIENCIAS HUMANAS::EDUCACAO