Integração curricular no ensino de ciências e matemática: transformações químicas no 6º ano do ensino fundamental

Abstract

The problem that guided this research was: how can the Curricular Integration of the object of knowledge Chemical Transformations occur in the teaching of Science and Maths in an Elementary School? The general aim of the research was to investigate how the Curricular Integration of the object of knowledge, Chemical Transformations, takes place in the teaching of Science and Maths in the final years of primary school. The nature of the research method was qualitative, as it allowed the researcher to develop new concepts. Application research was the appropriate methodology for this study. In terms of objectives, it was classified as explanatory, as it is the kind of research that deepens knowledge of reality. The study was carried out in a 6th grade class at a municipal primary school in the town of Pilar, AL. The data collection instruments used were questionnaires administered during ongoing training with the science and maths teachers and the school's pedagogical coordinator, and questionnaires and activities developed by the students during the Curriculum Integration Workshops. The data obtained was analysed by frequency of response and categorisation, following the assumptions of Bardin (2016), as well as seeking to identify the indicators of Scientific Literacy in the activities developed by Sasseron (2008). When analysing the interventions of the Science and Maths teachers in the class, it was concluded that they did not have a full theoretical basis with regard to Integration. And from the questionnaire designed to recognise the knowledge acquired by the students after the workshops, it was possible to see that the Curricular Integration developed through the workshops helped to build and improve knowledge, but a smaller number of students had difficulties in discussing the concepts already worked on, highlighting the need to carry out more specific learning activities aimed at these subjects on an individual basis. Given the favourable results obtained in this research, we can consider that the Curriculum Integration developed through workshops can contribute to improving the teaching and learning processes of the concepts presented.