Apropriação do conceito água por alunos do sexto ano do ensino fundamental: um estudo a partir da teoria vigotskiana

Abstract

Society is dynamic, constantly changing and directly and indirectly influencing education. In this context, the current educational scenario requires studies on the teaching and learning process, and especially on the creation and development of effective pedagogical strategies that aim to educate a citizen aware of his action in society, with the necessary knowledge to understand and enjoy the scientific and technological advancement. Therefore, it is believed that the Cultural-Historical Theory, proposed by Vygotsky, and the interdisciplinary practice are means to promote the appropriation of knowledge, so that learning occurs aiming at the integral formation of the individual. In this sense, the present study aims to investigate how an Interactive Didactic Sequence (SDI), based on the Cultural-Historical Theory associated with interdisciplinarity, can contribute to the learning of the scientific concepts of the content of the Water Science discipline in the 6th grade elementary school II. From this objective were set as specific objectives: to verify the presence of scientific concepts in the water conception of a group of sixth-year students; studying the fundamentals of Vygotsky's Historical-Cultural Theory, Interdisciplinary Teaching and SDI methodology; to plan, design, apply and evaluate an SDI in the interdisciplinary perspective for science teaching, identifying the consequences of mediation and interdisciplinarity in the learning of water content and, finally, validate the Educational Product - SDI through portfolio use, analyzing the process appropriation of the scientific concepts of water content. The methodological approach adopted presented a qualitative and interpretative approach and, for data analysis, the Content Analysis, proposed by Bardin (2011), was used. The development of SDI, based on the theory of mediation and the presuppositions of interdisciplinarity, was validated as an educational product in achieving the proposed objectives and, as a result of research, points to indications that there was a conceptual evolution, since the mediation action teacher and pedagogical strategies reached the Proximal Development Zone of the students, contributing to the movement between the Level of Potential Development and Level of Real Development, enabling the students to identify, define and apply the scientific concepts, resulting in the internalization of the content worked. Thus, it is concluded that Vygotsky's Historical-Cultural Theory and Interdisciplinary Teaching favors the contextualization of knowledge by revealing to students the articulations between the disciplines. Therefore, it is recommended to use teaching practices in which teachers and students practice dialogue, interacting among themselves, in the sense that they can be integrated into the teaching and learning process, encouraging a change of attitude regarding their formation and of action as a social being, protagonist inserted in a historical and cultural context.