A pedagogia de projetos e a educação com tempo integral no ensino de química

Abstract

This research sought to identify clues about the implementation system and the current changes in basic education with the implementation of New High School, and what is the perspective of the student who participates in the journey of a full-time school, while its functioning and teaching quality. Similarly, we seek to analyze the actions and results brought by the methodological proposal of Project Pedagogy. About these actions, it was described and reflected on the development of these practices assisted by the use of a learning object (Scratch), a Digital Information and Communication Technology (TDIC), on the theme “Burning in the Amazon”, Emphasizing their correlation with the conceptual basis surrounding Thermochemistry, these actions were addressed during a two-month period, based on the dimensions that action research could favor for its implementation. Through the pedagogy of projects, the actions developed by this work aimed to put into practice the legal precepts, which guarantees students the appropriation of the proposals that the Full-Time Education Program (PROETI), these proposals aims to make the student protagonist of its development. associated with its social role in society. The activities were carried out with a high school class from a school located in Coari - AM. Data were collected through a semi-structured interview. The interpretation of these was through the techniques developed by Bardin. In this analysis it was observed that the participants understand the idea of integral education, linked to an additive (adaptation) that favors their entry into the academic life, where the factor “extra time” in the school premises favors their learning, at the same time. time point out that this same “time” has a limiting factor that in the learning process, because the excess of curricular components entails a large volume of activities, leading them to physical and mental fatigue. It is noteworthy that the possible collectives contribute to the fragmented view on how the model of integral education is being implemented, caused by narcissistic action in the governmental transitions in counterpart, emphasizes the Project Pedagogy can provide a threshold that comes to contribute. substantially with the teaching-learning process in a full-time school.