O campo conceitual da água a partir de uma ilha interdisciplinar de racionalidade

Abstract

In order to develop a teaching proposal that integrates the students' reality with the official documents, we present in this dissertation the research entitled "The Conceptual Field of Water from an Interdisciplinary Island of Rationality". The aim of the research is to analyze the indicators of possible mastery of the conceptual field of Water by students of the Youth and Adult Education (EJA) modality from two classes in a public school in Campo Grande - MS, based on the operative invariants mobilized in the construction stages of an Interdisciplinary Island of Rationality (IIR). The methodology used was the stages of building an IIR, as proposed by Gérard Fourez, with the aim of directing student learning towards the integration of disciplinary knowledge and the use of real situations to consolidate the process, helping the target audience to be active throughout the development of the research. Gérard Vergnaud's Conceptual Fields Theory (CCT) was used to analyze the results. Based on the data, we identified the operative invariants present and the possible mastery of the conceptual field of Water, since the study of Water can be considered a large conceptual field in which a lot of disciplinary knowledge can form part of more solid learning if they are worked on in an interconnected way. We present three manuscripts as results, the first entitled "Possible operative invariants of the conceptual field of Water mobilized in an interdisciplinary activity in the context of Youth and Adult Education - EJA" where after starting the interdisciplinary course with the classes and analyzing the first invariants that emerged from the activities proposed in the cliché phase, we found that some of the operative invariants described by the students were far removed from the scientific concepts. Based on this data, it was possible to organize situations and activities for the next stages of the IIR that would contribute to adapting the invariants mobilized by the research participants. The second manuscript was entitled "Possible operative invariants of the conceptual field of Water mobilized through practical activities with an interdisciplinary bias". For the development of this manuscript, one of the three sequences of practical activities worked on in the fourth stage of construction of the IIR was used. The results showed that the invariants expressed by the students evolved over the course of the activities covered by the sequence selected to make up the manuscript, and were considered satisfactory considering the EJA context. Finally, we produced the manuscript "The construction of an interdisciplinary representation of the conceptual field of Water", which presents the completed IIR. The results show that the students show signs of a possible mastery of the conceptual field of water based on the disciplinary knowledge selected to deal with the concrete problem. We also found that the students found it easier to relate the applicability of this disciplinary knowledge to real everyday phenomena.