Feira de ciências: interdisciplinaridade no ensino de biologia para o ensino médio

Abstract

In the last decades, the Teaching of Biology has undergone changes, necessitating that the teacher seeks new methodologies that allow to motivate the student even more for the learning of the contents that are taught in the classroom. In this way, Science Fairs have been increasingly used as tools to encourage the search for complementary knowledge in Brazilian schools, since they stimulate in students the interest for learning and scientific initiation. They also contribute significantly to the development of the protagonism and autonomy of learners and are excellent opportunities to achieve interdisciplinarity. In this purpose, this research aims to investigate the use of the Science Fair as a methodological / pedagogical resource for the promotion of interdisciplinarity in the disciplines of the area of Natural Sciences, specifically in Biology Teaching, in a state public school in the municipality of Jaguaribara / Ceará. For that, an exploratory study was carried out under the qualitative perspective, having as object the works produced during the Science Fair of 2017. Initially, it was made a survey of the applied contents in the disciplines of Physics, Chemistry and Biology. Subsequently, an analysis was carried out on the contents addressed of the projects presented during the fair. Data collection was done through observations and records in field diaries, as well as semi-structured interviews with students participating in the fair, enrolled in the area of Natural Sciences, and the school's teachers. The analysis of the data was done to verify if there is an interdisciplinary approach in the works presented by the students and how these activities interfere in the learning. A comparison was also made with the Fairs of previous years to verify the advances of the projects over the years. Through the analysis, it was verified that the realization of the Science Fair favors the development of interdisciplinary projects, as well as complementing the theoretical contents seen in the classroom, being also great as didactic resources. Finally, for the Educational Product, a guide was produced with options for projects to be carried out in future fairs by the students, adapted to the reality of the school, and of interdisciplinary activities that can be developed by the teachers.