Razões e proporções à mesa: uma abordagem interdisciplinar sobre a quantidade de energia fornecida pelos alimentos no contexto do ensino médio

Abstract

The title Reasons and Proportions at the table: an interdisciplinary approach to the amount of energy provided by food in the context of high school highlights the interdisciplinary essence of this dissertation, which proposes to the reader to explore Mathematics not only as an isolated curricular component, but as a link dynamic between different areas of knowledge. This text refers to the need to teach Reason and Proportion aimed at promoting relevant and more contextualized learning of these concepts. The title also invites you to savor mathematical interdisciplinarity, providing an enriching experience that goes beyond the traditional limits of learning. The issue in question highlights the lack of understanding about the relationship between food and energy, highlighting the need for an interdisciplinary approach to healthier food choices and the importance of applying mathematical and chemical concepts in everyday life. The context in which these variables are addressed differs, as a proposal is presented with elements of interdisciplinarity between the curricular components of Mathematics and Chemistry. From this perspective, the central question of the study consists of the following question: How can an interdisciplinary approach to the Mathematics and Chemistry curricular components contribute to the process of raising students' awareness of healthier nutritional choices? The general objective of the study was to develop, apply and evaluate a didactic sequence in light of the Three Pedagogical Moments (3MP), which takes the amount of energy provided by food as a contextualization theme. The didactic proposal was developed during 10 periods of 48 minutes each, together with a 2nd year high school class, made up of 12 students, in a state public school in the interior of Rondônia. The research, of a qualitative nature, had as data production instruments: the logbook of the research teacher, a semi-structured questionnaire for the collaborating Chemistry teacher and the activities carried out by the students. The analysis showed that the results obtained were significant and comprehensive, reflecting a profound enrichment in students' understanding of healthy eating and the energy content of foods and that interdisciplinary learning was not just confined to the classroom, but extended to the community, empowering students to be advocates for food equity. The educational product (didactic sequence) is free and freely accessible and is available for download, on the page of the Postgraduate Program in Science and Mathematics Teaching at the University of Passo Fundo and on the EduCapes portal, at the link http://educapes.capes.gov.br/handle/capes/742943.