ATIVIDADES EXPERIMENTAIS E LÚDICAS EM DIFERENTES TURMAS DO ENSINO MÉDIO INTEGRADO À FORMAÇÃO PROFISSIONAL E TECNOLÓGICA

Abstract

In this work, we evaluated the applicability of ludic activities and experimentation for Technical Integration High School courses of the Goiano Federal Institute - Campus Morrinhos. The investigation took place in two different classes, the TI (Technical Informatics) and API (Technical Agriculture) courses. Our goal was to compare the activities, exploring how they can contribute to the chemistry learning in the daily life and for the vocational technical education. The study was applied for the 1st class TI (1st year of high school integrated to the technical course in informatics) between 09/18 to 12/12/2017 and for the API class (3rd year of high school integrated to the technical course in agriculture) from 10/02 to 11/22/18. For the first group were realized a pedagogical workshop for teaching chemical concepts, and the students could analyze the toxicity of the detergent in bean seeds (this activity was realized during the Supervised Internship IV). In another class, was applied a game named "Uno Periódico”, with the aim of familiarizing students with the properties of the periodic table, and to understand the physical and chemical properties of the chemical elements. The pedagogical workshop was given to the second group, which including students from third-year class of the API course, also a game named “Autódromo Químico”, with questions about subjects related to the experiment carried out. The synergy between experimentation and ludic activities can bring interesting possibilities for the study of more interactive methodologies and that mobilize research actions among the students. Having more interaction between students in class, they have the possibility to move out of the passive and routine condition of traditional classes becoming protagonists of their own learning. The proposal of this work was stimulating the mutual collaboration, decreasing the individualism and high competition between the students. Through the applied activities, we seek to stimulate the participation in the same ones and we mobilize the cooperation of students. In this way, we believe that the teacher has the chance to assist the students in their chemical knowledge development, as well as to promote the team spirit among them, with a greater classroom socialization. Based on the activities applied, we were observed that the students were more interested in learning about Basic Chemistry, and there was bigger interaction with the teacher and with others classmates, resulting in a more meaningful learning. The teaching-learning process was favored, since the students became more active subjects in the search for their own learning, leading the classes. This work brought new conceptions about how should be the teaching performance and applicability of ludic/experimental activities, reflecting on the importance of the teacher being always attentive to the learning needs and also of the establishment of the each class team spirit, to contribute for the development of ludic and experimental activities contextualized to the subjects of study and in daily life/professional life.