Uma arquitetura pedagógica para a formação de conceitos científicos em alunos com distorção idade-série

Abstract

Students with age-grade distortion (DIS) are those who are enrolled in some grade of basic education while above recommended age and this is a common problem at public schools in Amazonas. This work’s goal is to investigate a way to systematize the formation of scientific concepts for students with DIS. The approach is structured in a Pedagogical Architecture (AP) that has as its premise: formation of scientific concepts, it is a micro-ecosystem that brings together learning theories and digital technologies as cognitive instruments and a pedagogical mediation tool. The AP has a Virtual Learning Environment (VLE) available through mobile technologies, focusing on making contents from classes available with no time limits and no formal learning spaces, giving students an opportunity to advance in their studies or review subjects as many times as they deem necessary. This approach seeks to correlate scientific disciplines with other areas of knowledge in order to develop a holistic view of students on the covered subjects. And to encourage their active participation in the teaching-learning process, resorting to Creative Learning developed on maker space. The proposed AP is an alternative to enhance teaching learning process of scientific concepts for students with DIS and which can assist instructors on developing teaching projects in a non-linear way. The AP was evaluated experimentally at two public schools in the State of Amazonas with groups from Project Avançar Phases 3 and 4 and a class of the 8th regular year. Results obtained from experimental applications of AP showed an increase in the percentage of students' performance, concluding that this AP enhances teaching learning processes and, therefore, is a good alternative to systematize training of scientific concepts for students with DIS.

Keywords: Teaching-learning; Pedagogical Architecture; Age-grade distortion.