Educação do campo na Amazônia Legal de Mato Grosso : o perfil do estudante egresso em relação à aprendizagem de química

Abstract

This study presents an investigation on the learning of chemical concepts in Field Education in a school in Terra Nova do Norte, a city in the State of Mato Grosso. The proposal analyzes gaps in the teaching of structuring processes, based on the criteria of student’s decision making for the solution of previously structured problems with a focus on difficulties in reading and interpretation of their specific language, such as symbols, formulas, models and graphics. The approach chosen was that of qualitative research with elements of case study. After the authorization by the school and teachers, the following stages happened: reading of the school’s pedagogical projects and analysis of the projects of the area of Natural Sciences in order to understand the proposal; survey of the concepts that would serve for the approach; invitation to nine students, 8 of which accepted; explanation of a guide to the students for the writing of a memorial and the taking of seven tests on the language of chemistry. The test results were presented in class, registered in video and after transcribed for analysis. The qualification of the results occurred initially by reading the memoirs of the 8 subjects of the research. This revealed particularities of a social-historical condition in the learning process. Next, the qualification of the text was done by reading the dialogue sequences transcribed from the presentations, where it was possible to perceive the difficulty to understand the enunciation of the questions, attributing to them a mistaken interpretation; lack of mediation in resolutions, for they considered that the text, the formula, the model, the sign should be manifested from themselves and that the correct reading of them was not interlinked to information that could be looked up in the instrument given to them for this purpose: the period table. Decision making without the proper mediation in work has relevant influence in learning with abstract and diversified languages, as is the case in chemistry. Thus, it became evident that mediation, instrumental and semiotic aspects should be considered in these students’ learning process as their epistemological profile showed no assistance in the proximal development zones.