Contribuições de uma sequência didática abordando conceitos de oxirredução e meio ambiente numa abordagem Vygotskyana

Abstract

The work sought to answer the contribution of a didactic sequence on the subject of oxidation and environment, in a Vygotsky approach that involved music, videos, texts and experiments as guiding instruments. This dissertation, therefore, aimed to work with the concepts of oxirreduction in the teaching of chemistry with focus in a didactic sequence, whose objectives were to analyze how this teaching methodology helped in the learning of the students of the second year of high school in a public school in Campo Grande / MS. The sequence was presented in five moments and was evaluated as the process of constructing knowledge of the concepts approached. The theoretical reference used was Lev Semyonovich Vygotsky, where through this, it was possible to carry out the research having as driving mechanism an interactionist format, which was the basis for cultural exchanges between teacher-student and student-student. The work was carried out having at its center, methodologies that sought to convey the concepts approached in an organized way and that sought to build together with the students a friendly and pleasant environment for the development of activities. Intrinsically, the dissertation brought as a bridge to the contextualization of the concepts addressed, important factors in the issues of students' awareness regarding urban pollution and degradable and biodegradable materials, thus alerting learners to the relevance of care with the environment. The sequence was presented in a class of 21 students in the Lagoa Region at night. Thus, a parallel was drawn from what the learners knew a priori about what emerged a posteriori in relation to the concepts approached after the activities of the sequence, while an analysis was made for the assessment of the contributions through these interactionist mechanisms. The research had a methodological bias qualitative and the results observed, analyzed and tabulated revealed that all the mechanisms used provided the students positive results regarding the construction of knowledge. The videos helped the students to have different experiences from the trivial ones, because they brought an experiment that would be difficult to reproduce in the classroom due to its degree of dangerousness. The texts gave important support in the construction of knowledge, the experiment of the steel wool contextualized the content because it was something of the daily and especially the music, which had an interpretative character, was fundamental in the research. The song allowed a connection between student-teacher and student-student in an interactionist process, which culminated in the understanding of the concepts of oxidation and reduction. The final analysis, carried out through texts produced by the students and the degration of the students' speeches, allowed us to draw positive conclusions about the method.