A mediação docente como meio para interação social vygotskyana no ensino de química a partir da relação com objetos educacionais digitais

Abstract

Basic education, especially from the end of the 20th century and throughout the 21st century, has been using digital educational objects (DEO) more frequently as resources for teaching chemistry. However, what has been noticed is that the most appropriate use of DEO has a relationship of direct dependence with a well-delimited link with a pedagogical conception, besides the understanding that has of DEO. The purpose of this research was to seek an answer to the following concern: how to organize a didactic-pedagogical proposal for the teaching of chemistry in high school, from the principles of Open Educational Resources (OER) from a Vygotsky perspective, with the use of DEO? In order to answer this question, the precepts of Social Interaction enunciated by Vygotsky were established as theoretical benchmarks and for the concept of DEO the understanding of Tarouco, Fabre and Tamusianas was adopted. This inquiry is linked to the general objective of the research, described as: Organize a proposal of Chemistry Teaching with the use of DEO to develop the Social Interaction of Vygotsky, having the chemistry teacher as mediator. For that, the present research assumes a qualitative approach of applied nature and exploratory classification, as to the proposed objectives. The methodological path of the research was understood in the actions described as: 1) Study of the National High School Examination in 2015, 2016 and 2017, to delimit the chemical contents that present less assertive response and understanding by high school students. 2) Analysis of Guidelines and Bases of National Education of Chemistry. 3) Selection of DEO repositories. 4) Selection of DEO related to the contents delimited in action 1. 5) Analysis of selected DEO according to the criteria of Evaluation of Learning Objects. 6) Systematization of the results of actions 1 to 5 with the elaboration of a didactic-pedagogical Proposal. The research analyzed two DEO repositories that respect the design of Open Educational Resources (OER), being them the Interactive Simulations in Science and Mathematics, University of Colorado and the Digital School, Brazilian platform. From these repositories, the DEO were selected: Nuclear fission, Greenhouse Effect and Petroleum: from the sea to the Digital School refinery. In order to analyze these three DEO, the criteria for Evaluation of Learning Objects, established by Nesbit, Belfer and Leacock, were used. As a result, we note that these criteria can contribute with the chemistry teacher to the selection and categorization of the DEO simulators As an educational product formed from the study, a didactic-pedagogical proposal was organized for the teaching of chemistry in high school, from a Vygotsky perspective, with the use of DEO. This proposal highlights the direct appreciation of the mediating action of the teacher in the formation of the subject an pedagogical intervention in the school environment, based on the socio-interationist theory of Vygotsky.