Reconstrução do tema água a partir de uma abordagem interdisciplinar no ensino médio

Abstract

This research investigated the process of reconstructing the knowledge of students in the 3rd year of high school in a public school, in the city of Barra do Garças (MT), using an interdisciplinary Didactic Sequence (DS) on the element “water”, with approaches to the environmental problems observed in everyday life. Based on the methodology of the field research, the study analyzed the statements of teachers from different disciplines about their conceptions in relation to themes related to Environmental Education and how they are worked on in the teaching process. Interdisciplinary classes on the theme were developed, as a teaching proposal to validate the DS called “Water under an interdisciplinary look”. The DS addressed, in addition to the physicochemical and biological aspects of water, the economic, political, cultural, socioenvironmental aspects, among others, through the participation of teachers from different disciplines, aiming to provide students with the reconstruction of knowledge and the development of a new way of understanding the element of water, and its importance that goes beyond the biological question. Therefore, we sought to overcome the traditional fragmentation that exists between school subjects that deal with the same theme, as well as the alienated way of perceiving environmental problems and the possible ways to resolve or minimize their impacts. The data were analyzed according to a qualitative approach, and the results obtained were satisfactory, inferring that the interdisciplinary methodology contributed to the reconstruction of the knowledge on the theme. This conclusion is due to the fact that, when making an analytical comparison of the path between the initial production and the final production, it was possible to perceive that the students, initially, understood the theme in a way that approached only the questions related to the essentiality of the water for life. Later, during the final production and discussions, it was clear to perceive a “new look” on the theme, revealing new apprehensions of concepts capable of promoting the reconstruction of knowledge, intrinsically. In the texts, the students used new words, ideas and concepts that, at that moment, moved away from the notion of water as the “source of life”, prevalent in the initial activities. In addition, the research provided participating teachers with the opportunity to experience interdisciplinarity in practice, as they had reported in applied questionnaires that they theoretically knew the methodology. Therefore, the interdisciplinary methodology, provided it is well planned, can contribute significantly to the school learning process.