Possíveis relações na área de ciências da natureza e suas tecnologias: um olhar para a significação conceitual

Abstract

The text presented here is the result of a research process carried out as Completion Work (TCC) of the Chemistry - Licenciatura course of the Federal University of Southern Frontier (UFFS) Campus Cerro Largo / RS. A study focusing on the understanding of conceptual relations in the area of Natural Sciences and its Technologies (CNT) is presented. We sought to discuss the contributions of conceptual relationships for meaningful learning and the possible interdisciplinary relationships in the CNT area. For that, an analysis was made in Didactic Books (LDs) in order to search the scientific concepts present concurrently in books of Biology, Physics and Chemistry, used in public schools of the municipality of Cerro Largo / RS. Through the present study, it is pointed out that the concept of energy permeates all the curricular components, which directed the realization of the research. Under the principles of content analysis, the LDs have emerged three categories of presentation of the energy concept, being: Process Approach, which emphasizes the idea of using energy to understand processes, as a moving agent; Sources of Energy, understanding of the concept as a product, generated or produced from an interaction and the Quantitative Approach, which seeks to conceptualize the type (name) of energy in which a given context expresses. In addition to the study in LD, an analysis was conducted in qualified journals in the area of Biology, Physics and Chemistry teaching in order to identify if and as researchers of the area invest studies on the concept of energy and possible relations in the CNT area. In the journals different methodological approaches were identified through experiments, researches or actions that aim at conceptual relations. Finally, the study points to the possibility of articulation between the curricular components of the CNT area, while at the same time highlighting the challenges and concerns that emerge from and to the process of conceptual relations, with a view to conceptual signification.