A Química Escolar no contexto do Colégio Técnico da UFRRJ: uma nova abordagem

Abstract

Within the Brazilian educational system, one of the main concerns of education in agricultural schools and institutes of the country, is about the adequacy of concepts in high school related to the general and professional formation. In the current context, the teaching of chemistry plays an important role, being chemistry, a science that directly affects all aspects of life from the simplest contributing processes to the development of advanced technological devices. The importance of chemistry is becoming increasingly necessary in providing solutions to the dichotomy between the prospect of reduction of natural resources and its preservation. In recent years, debates on the reform of secondary education have pointed to the difficulties faced during the learning process in several areas and levels of knowledge. One of the factors mentioned for facing this problem has been the linking of the implementation of aspects of reality to the knowledge learned, or its context. Towards greater integration between the content of secondary education chemistry with the Vocational Education, this paper aims to organize an instrument that subsidizes the teacher's pedagogical action, given the context and principles of interdisciplinarity, as a different proposal for the application of knowledge Basic chemistry for beginning students in the Technical Course in Agroecology. Given the dimensions of the ongoing curriculum reform at the Technical College of UFRRJ, and according to their characteristics, we tried to articulate the content of the discipline of chemistry with the discipline of agroecology. Educational schemes were constructed that could serve as an educational tool in the construction of a new methodology different from the traditional. For the representation of the possible connections between the content, we tried to arrange them methodically using tools found in qualitative research. The results show an awareness of the professionals responsible for teaching chemistry and agroecology, the need to make a joint analysis of the syllabus in order not only to greater interaction between them, as also with other areas, creating thereby an interdisciplinary environment. This method strengthens relations student-content, student-student, studentteacher, teacher teacher, creating an environment of mutual motivation, integration, reflection and enjoyment. In this context, the understanding and ownership of concepts and content of chemistry happen dynamically, reducing the lack of attention, discipline and motivation. All this translates into a gain of academic achievement and civic education