Representações sociais de estudantes de uma escola do campo sobre vida e terra e seus ecos no ensino de Ciências

Abstract

This research aims to study the social representations about life and land of high school students from rural schools in the region called Território da Cidadania do Vale do Rio Vermelho (Goiás State, Brazil), with the general objective of analyzing them, as well as their probable influence on science learning, based in the studies of Moscovici (2003, 2005), Sá (2002) and Jodelet (2001); focusing on the issue of Life and Earth as a curricular theme present in Science teaching. To this, the investigation consists of a study on the theme 'land and life', placing life in the philosophical contexto, and the land in the social context of rural people. Knowing this, a survey and analysis of social representations about life and land in students and alumni of Escola Familial Agrícola de Goiás was carried out, in order to relate them, seeking to answer the following research question: what are the social representations of high school students integrated in rural education about life and land and its possible influence on science learning, in the region of Território da Cidadania do Vale do Rio Vermelho? The literature review and field research with social representations were beneath the planning and production of didactic material as educational resources for a proposal on 'teaching life and land for rural people' to be used in High School. The work was developed through a list of words in its symbolic aspects, elaborated by the students from stimulus phrases that were later analyzed. According to the results obtained, the material produced can be available not only for the use of natural science teachers, but for all high school teachers who are interested in the subject, due to its flexibility of adaptation. This work relies a qualitative approach methodology, using techniques of data collection and direct observation records, in addition to the use of questionnaires with stimulus phrases. As a result, Life and Earth, in addition to a biological, physical and chemical context, are present in a very significant social context for students, who were only able to apprehend from the unveiling of the social representations of these subjects.