Água como tema gerador para o desenvolvimento de uma sequência didática interdisciplinar entre os saberes químico-geográfico às margens do Rio São Francisco

Abstract

Water is a natural resource, fundamental for the maintenance of life and is part of many daily activities of citizens. Therefore, the work presented the theme of Water as a proposal for the development of interdisciplinary activities involving Chemistry and Geography. The main objective was to develop a didactic sequence (SD) that helps teachers work on the topic of Water with 1st year high school students at the Bráulio Cavalcante State School, located in the city of Pão de Açúcar/AL. The Didactic Sequence (SD) developed was composed of three moments: class-tour on the banks of the São Francisco River, technical visit to the Alagoas Sanitation Company – Água do Sertão and use of the Station Rotation Methodology, each moment lasting 120 minutes. From the results collected with the questionnaire, it was observed that students emphasized the importance of learning in practice, that is, in a non-formal environment, such as the river. More than 80% of students were satisfied with participating in an interdisciplinary class and mentioned that they wished there were more classes with this type of approach. During the technical visit, the students demonstrated a good understanding of what was being explained about the content. The use of the Rotation by Stations (RpE) methodology was the moment in which there was the most student interaction, with discussions about the relationship between local geography and access to water in homes, where they were able to identify the hindrance faced by the population of their locality it was not in the availability of water, but rather in the efficient distribution and access to treated water. In this context, it was found that the way of working on the topic within an interdisciplinary approach was challenging and valid, as the objective of developing skills and abilities among students was achieved. Thus, it is expected that the pedagogical support material prepared in the form of a booklet containing the didactic sequences can help other Chemistry and Geography teachers, as well as other teachers, to use this material as a prototype for the development of their activities.