Transdisciplinaridade, uso de software de simulação e vídeo no desenvolvimento da coaprendizagem e de inter-relações entre educação matemática, científica, musical e socioambiental

Abstract

In the educational scenario of the 21st century, there is an accelerated renewal of pedagogical content and access, construction, and socialization of information, leading to profound and volatile social transformations, resulting from advances in Information and Communication Technologies (ICT), which implies breaking of paradigms and crises, between the areas of knowledge. In the coming decades, faced with the multiple possibilities of building new knowledge and knowledge, challenges will arise, such as rethinking the Transdisciplinary Teaching of the Educator-Coinvestigator. In these contexts, in order to promote the renewal of teaching practice, the current Thesis proposes, in its objective, the realization of a collaborative pedagogical practice, in order to analyze how its students, appropriating Theoretical and Methodological assumptions, associated with Transdisciplinary Teaching, Learning Significant, and Integration of Technologies: weave, (res) mean and (inter-) relate pedagogical content and appropriate knowledge, coming from different areas and (sub) fields of knowledge. To assist the practice, in the aspect of facilitating the development of learning, promoting the appreciation of holistic, socio-environmental education and citizen training, the PhET Fourier software is used in a pedagogical and cognitive way: creating waves and videos from Youtube. The research shows to be of qualitative character and of researchaction. It is inserted in the scenario of the development of practices expressed by narratives, posted collaboratively in Discussion forums of the AVA TelEduc, during the discipline Transdisciplinarity, ICT in the Education of the Educator-Co-investigator (TTEC_2018.1). His didactic proposal is anchored in the assumptions of the Ausubelian Meaningful Learning theory (AUSUBEL), in the methodological and ontological assumptions of Transdisciplinarity (D'AMBROSIO, NICOLESCU, MORAES, MORIN) and Cognitive Mapping (OKADA), and in being together virtual (VALENTE, ALMEIDA). Three of its Forums were investigated, which addressed the study themes: Conceptual Maps in Pedagogical Projects and Activities (OKADA), Transdisciplinary Teaching (MACHADO, SILVA, VIEIRA) and Mathematical, Scientific, Musical and Socioenvironmental Education (RIBEIRO et al.). The theoretical framework of the Thesis permeates interrelationships between the fields of knowledge: Learning, Transdisciplinarity and Technologies. The various narratives, posted on the Forums, are characterized as multidimensional, rhizomatic and strongly intertwined, and were mapped and interpreted under the methodological focus of Discursive Textual Analysis (ATD) (MORAES, GALIAZZI). Initially, the collected data were organized, in the form of categories, and then the Multidimensional Qualitative Analysis (AQM) procedures (RIBEIRO, SOUSA, VALENTE) were developed, when the CHIC cognitive mapping software was used, to process the categorized data. From the CHIC data output, the similarity tree was selected, where the categories appear organized, in the form of (sub) classes of categories, considering interrelations, of the hierarchical and relational type. Based on the fundamentals of ATD and AQM, and under the aegis of the assumptions of Transdisciplinarity, the subclasses of categories were interpreted in the light of the objectives, the theoretical framework adopted in the Thesis and the narratives posted on TelEduc, which was later expressed in the form of metatexts descriptive-interpretative (COSTA; RIBEIRO; SOUSA; VALENTE). Implicitly, preliminary evidence of possible cross-cutting and hierarchical and relational interrelations emerged, established between the substrates of collaborative pedagogical practice and pedagogical content, notably associated with the (sub) fields of knowledge: Scientific, Mathematical, Musical and Socio-Environmental Education, Learning, Transdisciplinarity and Knowledge, which induces one to (re) think about the need to renew the Transdisciplinary Teaching of the Educator-Coinvestigator.