A interdisciplinaridade auxiliando a construir conceitos químicos com a temática água

Abstract

This project was developed with students in the junior year of high school at the Major Otávio Pitaluga State School (EEMOP) in Rondonópolis – MT and had the aim of researching the use of the interdisciplinary class as a methodology for the learning of concepts of the theme water, having as strategy field study to promote the interaction between teachers, teachers and students, and students and the environment. The methodology developed was qualitative with a bias of action research. The assessment form embodied narrative of field observation, and the production of texts and didactic material, images, testimonies and reports. The results evidence the occurrence of learning and attitude changes, facts observed through the participation of the students. Among the students, 88% manifested their approval in this form of study in combination with other areas, even though among the group there was still a minority, around 12%, that did not interact with the method. Even so, it was perceived that this practice provided the students an increase of their own perception regarding the necessity of preserving such a primordial resource for the conservation of the human life and the environment. A field diary containing a guideline model for the implantation of this strategy was produced. In terms of interdisciplinarity, the proposal is being matured, with teachers working hard on emerging from their strict subjects to interact with the other areas and build knowledge beyond the fragmentation of the contents. Regarding the practice of working in an interdisciplinary way, the teachers report that it is a dynamic practice, which requires habit changes and that success depends on the involvement of each one, since it is not enough to discuss the theme, it is necessary to study and research other areas. A suggestion for future practices is to launch discussions about the proposal and leave the planning at disposal so that the colleagues know the various expected moments and can interact, contributing to the enrichment of the content and, jointly, construct new knowledge, which will shape the foundation for the exercise of conscious and responsible citizenship.