Abordagem de gráficos em perspectiva de questões sociocientíficas e modelagem matemática: aprendizagem e posicionamento sobre controvérsias
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Tipo
Artigo
Classficação
Nível metodológico
Data
2021
Título do Períodico
Revista de Iniciação à Docência
ISSN
2525-4332
Página(s)/e-location
6-20
Idioma(s)
pt
Fonte
Fonte
Jequié, BA
6
1
jan./jun.
6
1
jan./jun.
Coleções
Resumo
Questões sociocientíficas (QSC) em âmbito educativo remetem àproblematização e posicionamento sobre controvérsias na interface Ciência, Tecnologia, Sociedade e Ambiente (CTSA) e à articulação entre áreas de conhecimento em perspectiva integradora. Concernente às composições deste trabalho, concatenam-se QSC à modelagem matemática. Nessa conjuntura, este relato de experiência evidencia processo vivenciado por discentes e docentes de Ensino Superior e da Educação Básica, abrangendo Física, Matemática, Língua Portuguesa e Língua Inglesa, no âmbito do Pibid Interdisciplinar, no ano de 2017, em Curitiba, Paraná. Nesse contexto, elaborou-se proposta educacional pertinente a ações educativas no Ensino Médio e Fundamental, envolvendo aspectos subjacentes a tema relacionado à saída dos Estados Unidos da América do Acordo de Paris. Nesse escopo, objetivou-se analisar aspectos de aprendizagem e posicionamento de estudantes sobre controvérsias, com delineamento analítico vinculado a conjuntos de atividades educacionais associados à abordagem de gráficos. Os dados foram constituídos por relatórios e gravações em áudio, viabilizados por licenciandos, e documentos elaborados por discentes da Educação Básica; estes foram analisados considerando pressupostos de Análise de Conteúdo. No referido processo, evidenciaram-se indícios de aprendizagem e posicionamento dos discentes, com a incorporação de análises e produções pertinentes à abordagem de gráficos em outros gêneros textuais.
Socioscientific issues (SSI) in the educational domain refer to problem-posing and positioning on controversies in the Science, Technology, Society and Environment (STSE) interface and to the articulation between areas of knowledge in an integrating perspective. Concerning the compositions of this work, SSI is concatenated to mathematical modeling. Pertinent to this juncture, this experience report highlights a process experienced by students and teachers of Higher Education and Basic Education, involving Physics, Mathematics, Portuguese and English, within the scope of Interdisciplinary Pibid, in 2017, in Curitiba, Paraná. In this context, an educational proposal pertinentto actions in high school and elementary school was developed, involving aspects underlying the theme related to the exit of the United States of America from the Paris Agreement. In this scope, the objective was to analyze aspects of students' learning and positioning on controversies, with an analytical design linked to sets of educational activities concerning the approach of graphics. The data consisted of reports and audio recordings, made possible by undergraduates, and documents elaborated by students of Basic Education; thesematerialswere analyzed considering Content Analysis assumptions. In thisprocess, evidence of students' learning and positioning was identified, with the incorporation of analysisand productions pertinentto the approach of graphics in other textual genres.
Socioscientific issues (SSI) in the educational domain refer to problem-posing and positioning on controversies in the Science, Technology, Society and Environment (STSE) interface and to the articulation between areas of knowledge in an integrating perspective. Concerning the compositions of this work, SSI is concatenated to mathematical modeling. Pertinent to this juncture, this experience report highlights a process experienced by students and teachers of Higher Education and Basic Education, involving Physics, Mathematics, Portuguese and English, within the scope of Interdisciplinary Pibid, in 2017, in Curitiba, Paraná. In this context, an educational proposal pertinentto actions in high school and elementary school was developed, involving aspects underlying the theme related to the exit of the United States of America from the Paris Agreement. In this scope, the objective was to analyze aspects of students' learning and positioning on controversies, with an analytical design linked to sets of educational activities concerning the approach of graphics. The data consisted of reports and audio recordings, made possible by undergraduates, and documents elaborated by students of Basic Education; thesematerialswere analyzed considering Content Analysis assumptions. In thisprocess, evidence of students' learning and positioning was identified, with the incorporation of analysisand productions pertinentto the approach of graphics in other textual genres.
Descrição
Palavras-chave
Ensino, Questôes sociocientíficas, Modelagem matemática, Gráficos, Teaching, Socioscientific issues, Mathematical modeling, Graphics
Citação
RABELO, Igo Levir Souza ││ LELEN, Marcelle Margueritte ││ SUTIL, Noemi ││ MORÃO, Anderson. Abordagem de gráficos em perspectiva de questões sociocientíficas e modelagem matemática: aprendizagem e posicionamento sobre controvérsias. Revista de Iniciação à Docência, Jequié, BA, v. 6, n. 1, p. 6-20, jan/jun. 2021. https://doi.org/10.22481/riduesb.v6i1.6855. Disponível em: https://periodicos2.uesb.br/index.php/rid/article/view/6855. Acesso em: 2022-08-09