Geração, transmissão e distribuição de energia elétrica em uma abordagem interdisciplinar usando TDIC como especialistas

Abstract

One of the problems of the teaching process is the fragmentation of knowledge. As a consequence, students are left without tools to solve problems arising from a context that require the participation of more than one discipline to be solved. The fact that training and curriculum are disciplinary at all levels, teachers end up not having adequate methodologies available to develop interdisciplinary activities. Based on the methodological framework for the construction of an Island of Interdisciplinary Rationality (IRI) proposed by Gérard Fourez and collaborators and having as a learning reference the Theory of Development as a socio-historical process from Vygotsky's perspective, was developed with students of the third year of High School a Sequence of an Interdisciplinary Path (SPI) on the complex problem "How does the generation, transmission and distribution of electricity in homes take place"? The investigation reported in this work, of a qualitative empirical nature with intervention, aimed to evaluate the effectiveness of this SPI in leading high school students to build an interdisciplinary representation of concepts related to the complex problem mentioned above. The meetings took place in person and used both the students' classroom and the school's computer lab. The instruments for collecting records and the materials analyzed in this research were the activities and syntheses produced by the students in the classroom, as well as the transcriptions of the audio recordings of the meetings, the records of the researcher's logbook and a semi-structured interview that was conducted at the end of the application of the SPI. To analyze the degree of interdisciplinarity present in the students' representations, two tools were developed: Topological Maps and the Interdisciplinarity Index. From the analysis of the data constructed, it was possible to observe the effectiveness of the SPI so that the students could build an interdisciplinary representation of the complex problem, in the form of mental maps. The Interdisciplinarity Indexes, obtained from the topological maps constructed, were all positive, evidencing the establishment of relationships between different disciplines.