Utilização do tema vitaminas em uma UEPS para abordagem interdisciplinar entre química e biologia

Abstract

The fragmentation of knowledge as a prerequisite for learning has shown to be ineffective, considering the educative indexes available for High School, for example. This perspective has not responded the documents and legal guidelines regarding to basic education, which recommends the concepts approach in a interdependent and interrelated way. The present work, linked to Theoretical-methodological Fundamentals for the Mathemathics and Science Education research line, sought to build an educational product (EP) with the intention to contrast this reality. It was elaborated with this purpose, and applied a Potentially Meaningful Teaching Unit (PMTU), based on Ausubel s Meaningful Learning Theory (MLT) under interdisciplinary perspective, so that the approach of the disciplinary concepts of Chemistry and Biology being articulated. The EP was applied in a third-year-class of high school. The evaluation of this work was realized during the development of the didatic intervention, from the results of the activities carried out by the students and the written observations made by the teacher. The PMTU presented itsef as a contribution in this teaching process, facing the advances in students intentionally for their learning, important factor in MLT, and the evidences of connections between disciplinary concepts produced by them. Yet, the interaction process stablished among the teachers, in developing a work with the idea of interdisciplinarity based on MLT, allowed each of them to increase and deepen their vision about the teaching learning process.