A interdiciplinaridade e o uso das TIC fomento para o ensino de Ciências e Matemática no Ensino Fundamental II

Abstract

The survey approaches issues related to interdisciplinarity and the use of Information and Communication Technologies (ICT) in the classroom. It is a fact that the subjects studied in most Brazilian public schools offer students fragmented knowledge, which might not be always suitable for a global view of the subjects under study. In another bias, in spite of the increasing use of technologies in students' daily lives, they are not present in classrooms and in teaching practice. This context led us to question: "In what way can interdisciplinarity and the use of Information Technology and Communication be used to foment the teaching of Science and Mathematics in the 9th year of Elementary School II and what changes are conducive to teaching practice? Therefore, the proposed objective of this work was to investigate in a theoretical and practical way, aspects of interdisciplinarity and the use of ICT in the integrated teaching of Science and Mathematics in Elementary School II (especially the 9th grade) with particular emphasis to the position of the teacher in this process. In this way, the research attendees are a Science teacher and a Mathematics teacher of the 9th grade of Elementary School II of a public school in the city of Araxá-MG. In a methodological perspective, we assumed a qualitative research approach, with bibliographic studies, documentary analysis of the Pedagogical Political Project of the partner school and the annual plans of the teachers engaged. We also accomplished, in partnership with the teachers, the construction and application of an interdisciplinary didactic sequence (IDS) and two semi structured interviews - one before and another after the application of the developed sequence. We used as a discussion tool of the findings of the research to Content Analysis, according to Bardin (2011). The results show that the construction and SDI provided the participating teachers with a reflection on their teaching practice, and they act as mediators in the teaching and learning process of the students. We also observe that the interdisciplinary approach of the subjects allowed an emancipatory innovation in the teaching practice, breaking away the ties of the traditional solitary and disjointed work. Due to this fact, SDI increased participation and involvement of students in the classroom, providing rich moments in socialization and knowledge construction.