A COMPOSTAGEM COMO RECURSO INTERDISCIPLINAR PARA O ENSINO DE CIÊNCIAS DA NATUREZA

Abstract

The teaching of the disciplines of Chemistry, Physics and Biology when it is carried out in a decontextualized way using calculations and/ or describing natural cycles involving unknown terms, only for the purpose of transferring content determined by the curriculum, contribute to a student’s disinterest and distancing for finding them difficult to understand. The use of didactic resources that connect the student to their reality, while facilitating the transfer of content and dynamize the classes, rescue their attention and consequently their interest in these disciplines. In addition, the improvement in the quality of the teacher’s work by the perception of the results achieved and the favoring of his creativity in the planning of actions that enhance the participation of the class. Considering the above, this research aimed to recognize through diagnosis the methodologies used and the problems faced by teachers of Chemistry, Physics and Biology of the Integrated Agricultural Course, perception of these applied methodologies and the difficulties faced. Based on the information collected, a didactic sequence was elaborated that demonstrated the possibility of using composting processes as an interdisciplinary didactic resource in the teaching of the above mentioned disciplines, seeking to evaluate the effectiveness of this educational product through the following guiding question: How the teaching of composting as an interdisciplinary didactic resource can contribute to the teaching of Natural Sciences? The research is of the type action research in which a mixed approach was used (qualiquantitative), using three meetings for its application, focusing on the implementation of a new didactic strategy through the application of an educational product. The results showed that: the use of the practice of composting can contribute as an interdisciplinary didactic resource in the teaching process - learning for the disciplines of Chemistry, Physics and Biology in High School, because the chemical observed, when supported by the methodology of Problem-Based Learning - APB, in the form of situations - problems favored the understanding of the contents taught in these disciplines; the use of APB provided students with an investigative environment, to exercise the capacity of reasoning and teamwork; the incentive to participation provided to the students, a gradual construction of knowledge from the continuous rescue of knowledge obtained during the stages of the application of the didactic sequence. There is a need to rethink the curriculum and pedagogical planning in order to discuss the continuing education of teachers in the aspects of interdisciplinarity and the use of the APB methodology. The proposed didactic strategy, when considering the planned contexts, has the potential to be replicated in other disciplines of high school, such as: Portuguese Language; History, Mathematics, Philosophy, among others.