Interatividade, necessidade contemporânea no processo de ensino e aprendizagem

Abstract

The Science Teaching and Learning Process is considered to be one of the most complex, as pedagogical practices are linked to a traditionally active practice that does not seem to change under the justification of numerous difficulties. We are in the age of technological development, the advent of the internet being explored through the countless tools available. However, the educational field does not seem to have developed to accompany this evolution, the same method of centuries ago is still being used to teach the scientific concepts so essential to the individual, and often without success. With the technological evolution came the so-called interactivity, called by many as the newest way of communicating, through the technological fruits making the frontiers of information exchange almost non-existent, so which aspects of this interactivity would be important for an educational change focused on construction of scientific knowledge? This research intends to study the appropriation of scientific concepts of the individual through interactivity, however, from an interactivity focusing mainly on the interaction between a set of individuals and the environment in which they are inserted, being interested in the construction of something, still, exploring technological resources. Based on Lev. Vygotsky's psychological studies on sociointeractionism, with regard to the acquisition of scientific knowledge, which takes place through systematic and in-depth teaching of everyday knowledge, acquired through social interaction. With this, a study of a pedagogical model based on interactivity was made, with the intention of intervening and evaluating which didactic and methodological aspects are interesting for the construction of the kinetic concept, the research site is an educational institution located in the city of Manaus - AM, and developed with a Physics class. The proposal aims to point out didactic aspects for the exploration of differentiated resources and effective practices in the development of the Teaching and Learning Process, especially in the construction of scientific concepts.