O uso de almanaque digital como estratégia de ensino-aprendizagem sobre raios X

Abstract

One of the challenges in teaching Natural Sciences in Basic Education is breaking with traditionalist tendencies. The strategies commonly used in teaching methods provide instruction and learning in a process that focuses on the individual, even though they are based on cutting-edge theories regarding sociocultural aspects. This paper will present a teaching procedure on the topic of X-rays, streamlined by means of an educational product specifically designed for this approach. The chosen field of application was the Santo Antonio Model State School in Jaciara - MT, for a second-year high school class containing twenty students, already enrolled in the “Tracks for Deepening Human Sciences and Languages” educational itinerary, with one Physics class per week. The descriptive qualitative methodology allowed the observation of the class during the TeachingLearning Activity, detailing the object (educational product on X-rays) and the objective (to address the concepts of X-rays in association with the context of everyday society). Inseparable, object and objective formed the basis of the seven actions proposed for the Teaching-Learning Activity, each with a higher level of complexity than the previous one. For each action, a question was created with the aim of guiding the students in their activities. The classes were recorded by the students themselves, using Chromebooks. It was observed that the students had a more individualistic attitude and resisted forming groups to carry out collective actions, a natural tendency stemming from the legacy of traditional education. Cooperation among the students was considered in the planning of the classes, recognizing that teaching is based on the exchange of knowledge and the transformation of individuals through interaction. Although student engagement was observed at times, disinterest was noticeable, possibly due to the proximity of the end of the school year, when students are already tired and unmotivated. Among the proposed actions, a technical visit to a diagnostic X-ray laboratory was attended by only three students. However, this class involved significant interaction with the radiology technician, who presented various concepts. After the class, these three students reported in detail what they observed during the visit, demonstrating that, despite the low number of participants, the proposal generated interest. Although originally planned as an application of the Theory of Objectification (by Luís Radford), unforeseen factors led to a shift in focus during the classes. The Theory of Objectification became an inspiration rather than a learning theory with a supportive purpose. Nevertheless, the process should not be invalidated by unexpected events. Therefore, the joint work, the transformative potential of each participant in the classes, and the educational product as a cultural artifact—the focal point around which interactions occurred—were maintained. Although systematic observation of the transformation of individuals and encounters with knowledge face challenges, the educational product still serves as a factor of integration and transformation, even without a specific learning theory as its foundation.