Escola do campo e abordagem CTSA: UEPS como promotoras da aprendizagem significativa no ensino de ciências da natureza com ênfase em conceitos de física

Abstract

This research aims to identify how UEPS with a CTSA approach can contribute to students from a rural school significantly learning natural sciences, with an emphasis on physics concepts. To this end, the objective of the research was to develop and apply UEPS based on the CTSA approach, as well as reflect on aspects that demonstrate significant learning in Natural Sciences, with an emphasis on Physics concepts by students from a rural school. The UEPS were applied to students in the 8th year of elementary school, in a Countryside School, with the purpose of verifying the potential of a didactic sequence for meaningful learning. Initially, the work presents a bibliographical review that served as guidance for the construction of the three UEPS. Furthermore, the UEPS were created based on a topic of interest, which was the disposal of domestic waste in rural areas. The work was developed with the aim of expanding critical thinking about local environmental issues and associating these phenomena with the learning of Natural Science concepts with an emphasis on teaching Physics concepts, for example, the Greenhouse Effect. After investigations and interpretations, it is possible to perceive the contributions of TAS and CTSA to meaningful learning, as well as the importance of potentially significant material for the teaching process. The results we obtained when developing the research make us believe that research in education and the search for learning that has meaning for students is a theme that presents positive and negative points, but, mainly, it encourages rethinking and methodological redoing and pedagogical approach of teachers in search of basic education that supports future generations.