As aulas de química no curso de agropecuária do IFPE – campus Vitória: análise de uma proposta metodológica baseada na teoria da aprendizagem significativa

Abstract

This paper speaks about a survey conducted in the areas of the Federal Institute of Education, Science and Technology of Pernambuco - campus Vitória de Santo Antão. The Teaching of Science / Chemistry that it develops was the object of this study. We investigated curricular and methodological evidence that could justify the apathy of chemistry, well as the answers could be obtained through a new curriculum and methodological. Was based on constructivist authors of the line as Ausubel and Vygotsky. The subjects involved were students of 1st year of a class of Integrated Technical Agricultural Education. It is characterized by being an ethnographic case study, of the basic nature and a qualitative approach. The survey was conducted in two aspects that are complementary: curriculum and methodology. The research involved the curriculum document analysis of plans the disciplines nad menus of the course in 2010. We found evidence of: (I) disintegrated curriculum, (II) traditional teaching, (II) experimental absence. The research methodology involved the use of constructivist approaches associated with the line: the problem situation, the generative theme, the teamwork, experimentation in teaching chemistry laboratory and classroom, use of conceptual maps. As instruments of data collection the research methodology was used phonography, questionnaires and concept maps. As a result of methodological research found a strong interest of students by discipline, advances in chemistry and cognition in advance in chemical knowledge between defragmentation and Agricultural Areas, especially those connected to the ground.