Propostas transversais no ensino de Ciências: um estudo no Colégio Bandeirantes

Abstract

This thesis aims to analyze transversal pedagogical proposals developed at High School at Colégio Bandeirantes, based on the perspective of teachers. These proposals of curricular integration at this school are inserted in the current Brazilian context, marked by discussions related to the Base Nacional Comum Curricular (National Common Core) and the Novo Ensino Médio (New High School), which propose the curricular restructuring of High School, both in terms of the curricular components and of the organization of the schools. These discussions are motivated by the need to bring the dynamics of the classroom closer to the student's daily life, seeking to develop not only the specific knowledge of each subject, but also skills and competences related to outside the school context. In this scenario, Colégio Bandeirantes, a private educational institution located in the city of São Paulo, has been promoting, since 2015, the process of restructuring the High School curriculum. In the new proposal, on the one hand, there is the introduction of subjects that seek to bring together teachers from different backgrounds, such as STEAM and elective courses, and, on the other hand, the incentive for teachers responsible for the subjects traditionally present in school curricula, such as Biology, Physics and Chemistry, to plan and to elaborate pedagogical proposals that bring together the discussions led in each subject. Among these proposals, this thesis focus on the “Interdisciplinary Week in Natural Sciences”, offered by Biology, Physics and Chemistry teachers for the 1st grade of High School, with the purpose of discussing, in an integrated way, the theme of energy. In order to understand the conceptions, opinions, perceptions and motivations of teachers related to the development of transversal pedagogical proposals, semi-structured interviews were carried out with six teachers who participated in the process of elaborating and applying the “Interdisciplinary Week” with the students. Based on the content analysis of the transcripts of these interviews, it was possible to conclude that the development of these transversal proposals does not depend only on the motivation and knowledge of the teachers involved, but also on the encouragement and support by the educational institution itself, which needs not only to direct the teachers’ work but also to provide resources (time, space and remuneration) that enable the realization of these proposals successfully, in addition to the incorporation of the students themselves in discussions related to the importance and relevance of these proposals for their learning