Interdisciplinaridade no ensino de fundamental com o tema ciclos biogeoquímicos

Abstract

The focus of this work is the Science Education of the ninth year of elementary school, with emphasis on the content of chemistry with an interdisciplinary approach. The methodology used to guide research is the Didactical Engineering, answering the following question: "What are the contributions that some teaching strategies and an action of continuing education is made based on learning theory of Ausubel, on the theme Biogeochemical Cycles, provide the science teachers of ninth grade?" Official documents and academic studies indicate that the path to science education would be: a thematic approach, and interdisciplinary training of citizens, while the practice in the classroom is driven primarily by textbooks that divide the content in chemistry and physics, while teaching discipline, fragmented and decontextualized. As a possible contribution to mitigate the problems encountered in this context, we developed a didactic sequence for an action of continuing education, using the theoretical framework of David Ausubel (TAS) and proposed educational material aimed at the ninth year, with content related to the series based on a common theme, Biogeochemical Cycles, approached from an interdisciplinary and permeated by the Environmental Education.