Sala de aula: estratégia de aprendizagem relacionada a produção de consumo de produtos sintéticos
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Tipo
TCC
Data de publicação
2019-12
Periódico
Citações (Scopus)
Autores
Pantaleon, Lorena de Paula
Orientador
Pechliye, Magda Medhat
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Com o crescimento populacional, passou-se a ter uma demanda de diversos recursos, então foram criados produtos que pudessem substituir a matéria-prima natural de forma rápida e com baixo custo, os produtos artificiais e sintéticos. Porém, o acúmulo desses materiais, principalmente o plástico, se tornou a principal problemática ambiental dos últimos anos. Isso acontece, pois, por não apresentarem uma origem natural, ou seja, são produtos com algum tipo de modificação de origem humana na sua estrutura básica, diferente da encontrada na natureza, não sofrem a ação de decompositores, resultando no acúmulo de milhões de toneladas desses materiais. O fator educacional é um dos grandes contribuintes, perdendo apenas para o econômico, considerando que vem sendo trabalhado de forma fragmentada, memorística e descontextualizada. Sendo assim, novas estratégias de ensino e de aprendizagem poderiam conscientizar os alunos sobre esses fatos. Para isso, alguns autores sugerem que o processo de ensino e de aprendizagem deve superar e ir além das metodologias já estabelecidas, então eles propõem uma fenomenologia, que não é linear, e que contempla o todo e sua complexidade e inclui o observador, mudando completamente a perspectiva de ciência e a ideia de aprendizagem, a chamada Teoria da Complexidade, uma epistemologia comparada que contempla a matéria, a vida e a inteligência, possibilitando a construção do conhecimento por uma outra forma. Com base nisso, este trabalho teve como objetivo analisar as consequências da produção e consumo de produtos sintéticos e propostas de intervenção sob perspectiva de estudantes do Ensino Fundamental II de uma escola pública. A atividade aplicada teve como base uma problemática real de uma empresa brasileira em que os alunos deveriam escrever uma carta para ela dizendo quais os impactos ambientais que causa no meio ambiente e indicar uma proposta de solução. Com base nas produções dos alunos foi possível analisar que quase metade deles entenderam que produtos sintéticos são problemáticos, porque não sofrem ação de decompositores, e quase 75% deles propuseram soluções viáveis e ecológicas para tentar reverter este quadro, demonstrando a eficácia da atividade. Porém, ela pode ser melhorada caso a escola tenha recursos tecnológicos ou outros materiais de consulta, como livros e/ ou revistas científicas, para que os alunos possam fazer suas próprias pesquisas.
With the population growth, there was a demand for several resources, were created products that could replace a natural raw material quickly and at low cost, artificial and synthetic products. However, the accumulation of these materials, especially plastic, has become the main environmental problem of recent years. This happens because, since they do not have a natural origin, that is, they are products with some kind of alteration of human origin in its basic structure, different from the nature found, it does not cause an action of decomposers resulting in an increase of millions of tons of these materials. The educational factor is one of the major contributors, second only to the economic, considering that it has been worked in a fragmented, memorized and decontextualized way. Thus, new teaching and learning strategies can make students aware of these facts. To this end, some authors suggest that the process of teaching and learning must go beyond the methodologies already applied, so they propose a phenomenology, which is not linear, that contemplates all its content and includes the observer, completely changing a perspective of science and an idea of learning, a so-called Complexity Theory, a comparative epistemology that contemplates a matter, a life and an intelligence, enabling the construction of knowledge in another way. Based on this, this work aimed to analyze as consequences of the production and consumption of synthetic products and intervention proposals from the perspective of elementary school students from a public school. The applied activity was based on a real problem of a brazilian company in which students wrote a letter to it showing which environmental impacts they have on the environment and indicate a solution proposal. Based on the students' productions, it was possible to analyze almost half of the synthetic products that are problematic, because they do not perform decomposition actions, and almost 75% of them offer viable and ecological solutions to try to reverse this picture, demonstrating the effiency of the activity, but it may be best if the school has technology resources or other reference materials, like books and / or journals for the students do their research.
With the population growth, there was a demand for several resources, were created products that could replace a natural raw material quickly and at low cost, artificial and synthetic products. However, the accumulation of these materials, especially plastic, has become the main environmental problem of recent years. This happens because, since they do not have a natural origin, that is, they are products with some kind of alteration of human origin in its basic structure, different from the nature found, it does not cause an action of decomposers resulting in an increase of millions of tons of these materials. The educational factor is one of the major contributors, second only to the economic, considering that it has been worked in a fragmented, memorized and decontextualized way. Thus, new teaching and learning strategies can make students aware of these facts. To this end, some authors suggest that the process of teaching and learning must go beyond the methodologies already applied, so they propose a phenomenology, which is not linear, that contemplates all its content and includes the observer, completely changing a perspective of science and an idea of learning, a so-called Complexity Theory, a comparative epistemology that contemplates a matter, a life and an intelligence, enabling the construction of knowledge in another way. Based on this, this work aimed to analyze as consequences of the production and consumption of synthetic products and intervention proposals from the perspective of elementary school students from a public school. The applied activity was based on a real problem of a brazilian company in which students wrote a letter to it showing which environmental impacts they have on the environment and indicate a solution proposal. Based on the students' productions, it was possible to analyze almost half of the synthetic products that are problematic, because they do not perform decomposition actions, and almost 75% of them offer viable and ecological solutions to try to reverse this picture, demonstrating the effiency of the activity, but it may be best if the school has technology resources or other reference materials, like books and / or journals for the students do their research.
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Palavras-chave
decompositores , produtos sintéticos , plástico , teoria da complexidade , ensino-aprendizagem , decomposers , synthetic products , plastic , complexity theory , teaching-learning