A poesia como ferramenta de apoio pedagógico para o ensino/aprendizagem de química no ensino médio - uma abordagem interdisciplinar e contextualizada.

Abstract

This monograph presents a pedagogical proposal based on use of poetry to mediate the interaction between chemistry and literature, as how to advance the teaching / learning . A field survey was carried out with thirty-nine students of the first series of the Technical Course in Chemistry from the State School Teaching Professional Alan Pine Tabosa, located in Pentecost-CE. The pedagogical proposal contemplated the interdisciplinarity between organic chemistry and literature. The topic was Organic functions, using as study material string and carrying out activities in groups. After working with method suggested, the students were evaluated with an individual questionnaire containing nine closed questions and an open, which aimed to with it, determine the acceptance of the proposal and addressed content. It was also advised to groups that were formed by three students, the preparation of a poem related to the lived experience in the classroom. After the apliccation of the questionnaire, the data were collected, analyzed and discussed. Also were analyzed the poems produced by the students in order to assess the understanding and acceptance or rejection of them about the pedagogical proposal suggested. The data show that the poetry as a means to work interdisciplinarity in chemistry classes showed satisfactory results proving the hypothesis raised that work. Regarding the importance of interdisciplinarity, 43.6% of respondents considered very important, 35.9% Important 17.9%, which is essential for social and student training. If facilitated learning, 90.0% of students said yes. With regard to importance of interdisciplinarity, 43.6% of respondents considered very important, 35.9% Important 17.9%, which is essential for social and student training. If facilitated learning, 90.0% of students said yes. If increased student interest in chemistry, 89.7% said yes and improved teacher / student relation 97.4% of respondents answered affirmatively. From the evidence of the viability of the pedagogical proposal on screen, it was suggested two alternatives to work with poetry in chemistry's classroom, one using the theater and the other a trial lesson, all having as study material, a poem.