Práticas contextualizadas no ensino de ciências e matemática

Abstract

This research investigates contextualization, its implications and contributions to the teaching and learning process in the development of concepts related to the teaching of Science and Mathematics in the Final Years of Elementary School. Four proposals for pedagogical practices were developed and applied: i. Approach to the theme of “Energy”, especially electrical energy, discussing residential consumption, its rational use and the feasibility of adhering to the White Tariff proposed by ANEEL; ii. Presentation of scientific concepts about sound in everyday life and the development of practical activities; iii. Development of strategies aimed at overcoming the challenges required by remote teaching, integrating the areas of Mathematics and Natural Sciences and building notions of proportionality between measurements of the solar system; iv. Implementation and analysis of a contextualization didactic sequence, aimed at building knowledge about great distances, contributing to the construction of an idea of a universe that goes beyond the solar system. An analysis of the minutes of the events of the National Meeting of Research in Science Education and the National Meeting of Mathematics is presented regarding the works that present the contextualization in the teaching of Science and Mathematics, their approaches and possibilities, identifying and mapping the presence of practices contextualized in both events, recognizing a small number of works that cover the theme. It ends with an analysis of Mathematics textbooks for the Final Years of Elementary School, recognizing an insignificant number of activities aimed at Interdisciplinary contextualization referring to the Mathematics/Science components. The research data allow us to affirm that contextualization, as a pedagogical principle, guides school practices. It is reiterated that contextualization, from any of its perspectives or categories, favors meaningful learning, enhancing the attribution of meaning to the concepts developed at school, and acts as a means for implementing interdisciplinarity.