O ensino do conteúdo de soluções químicas sob a perspectiva da educação no campo com enfoque em agroecologia.

Abstract

This study aimed to develop, implement and analyze an educational product of the professional master`s degree of Postgraduate Program in Teaching of Science and Mathematics at the University of Passo Fundo, in the research line Theoretical and Methodological Teaching Fundamentals of Science and Mathematics. The educational product is the elaboration of a didactic sequence, based on the Meaningful Learning Theory of David Ausubel, mainly focusing on the ideas of Marco Antonio Moreira and on the Potentially Significant Teaching Units. The educational product consists in a Didactic Material in the format of a Potentially Significant Teaching Unit for high school chemistry teachers, with focus on the content of chemical solutions from the perspective of Countrys ide Education based on Agroecology. It was intended that the student could learn in a significantly way the teaching of solutions and that this knowledge could be useful to understand the scientific basis behind the techniques and the traditional knowledge applied to Agroecology. The study was developed seeking to answer the question of research that consisted in assess which is the pertinence of chemical knowledge in the concepts of soil fertilization, from the perspective of Countryside Education, following the agroecological principles. Consequently, another objective was satisfy the prospects of the class formed by twenty-two students of Technical Course in Agriculture and Livestock integrated to the high school with habilitation in Agroecology. The established content was Chemical Solutions and was worked in the format of a Potentially Significant Teaching Unit, dealing with the topics: ordinary concentration, concentration in percentage, dilution and concentration in quantity of matter. The educational product was developed at the Instituto Educar, in the city of PontãoRS, which is an extension project of the Federal Institute of Education, Science and Technology of Rio Grande do Sul - Campus Sertão. Its pedagogical time follows the Pedagogy of Alternation and its application was in the last stage of school time. Finally, the research intended to answer the initial question by the following instruments of data collection: teacher`s class memories, students’ notes and the completion and analysis of a bioassay with onions in different concentrations of copper ions (II). These instruments subsidized clues that the Potentially Significant Teaching Unit about the teaching of the content of chemical solutions, from the perspective of Countryside Education with focus on Agroecology, contributed to the construction of a meaningful learning, because it approaches the chemical contents articulated to a theme of the students` reality. This methodology presented satisfactory potential to develop the fundamental scientific knowledge to instrumentalize these students for their social and professional reality, in addition to keep them more interested and motivated to learning.