Horta escolar: contribuições da interdisciplinaridade e de atividades investigativas para a alfabetização científica

Abstract

This paper aims to observe how a Didactic Sequence based on interdisciplinarity and investigative activities can help students in the process of Scientific Literacy. This research has a qualitative approach and was developed in a sixth grade elementary school class from a municipal school located in the rural area of ​​Jataí - GO. The Didactic Sequence was elaborated from a theme of the students' daily life, the school garden, to prompt them to seek answers to the proposed problems, aiming at the interaction between the students, the hypothesis survey and testing, the argumentation and the development of the project. logical reasoning. The filming of the classes and the written records were analyzed in order to verify the presence of indicators of Scientific Literacy and also of learning attitudinal and procedural contents. For analysis, references were adopted that discuss the indicators that demonstrate the student's introduction in the process of Scientific Literacy. Some indicators were observed, among them: the classification of information, the explanation, the justification and the raising of hypotheses, as well as the valuation of group work and the description of actions related to the conceptual contents addressed in the Didactic Sequence. The Didactic Sequence developed in an interdisciplinary way, using investigative activities, led the students to participate in the classes, presenting contributions to the teaching and learning process. It was noticed that the students were encouraged to perform the activities as well as participate in the process of raising and testing hypotheses, thinking and arguing about the process of solving the proposed problems. In addition, it was observed that the Didactic Sequence contributed to the pedagogical practice of the teachers involved, as they came into contact with a new methodology and were able to exchange experiences and develop work that enabled their cooperation. The educational product of this research was a Didactic Sequence entitled: School Garden - investigating and improving the planting, which presents itself as a proposal for interdisciplinary planning among mathematics, science and geography teachers, contributing to the teaching and learning process of the students. .