A investigação-formação-ação e práticas pedagógicas de modelagem nas ciências e matemática no ensino médio

Abstract

This research discusses the themes of Investigation-Training-Action (IFA), Modeling in Science and Mathematics (MCM), Scientific Literacy (AC) e teaching Knowledge and is linked to the line of Teacher Training and Pedagogical Practices of the Graduate Program in Science Teaching (PPGEC). Its aim is to understand the implications of developing a pedagogical practice based on the SCM process through the IFA, in the classroom scenario. Thus, the first movement in the self-reflective spiral began, as did the second, which consisted of planning the practice, which was carried out with the collaboration of teachers from the natural sciences, specifically biology and chemistry, and mathematics and its technologies, who work in the same class, which the researcher teaches in mathematics. Thus, this research looks at the classroom, in other words, at the students' production based on the materialization of the modeling process and at the practice of the research teacher and her collaborators, marking the movement of action in the self-reflective spiral. The research subjects are first-year high school students from a state school located in the countryside of Rio Grande do Sul – RS. The choice of class and school is related to the researcher's working environment, which justifies the location of the research. The data is made up of the students' written records, the lesson diaries of the researcher and the collaborating teachers, recorded material from one of the lessons and a semi-structured interview with the collaborating teachers. Data analysis follows the procedures of Content Analysis. The review study revealed an understanding of the model linked to the notion of representation and as an epistemic artifact, and of modeling as a means of qualifying the teaching and learning processes; it allowed for a better understanding of the MCM process, the recognition of different theoretical perspectives in the area of Science Teaching and Mathematics Education, as well as the practices developed. The analysis of the CMM practice developed with the students is configured as a movement of reflection of the self-reflective spiral and is present throughout the process, being textualized in three emerging categories that denote: 1) reading and interpreting information; 2) producing chocolate and packaging; 3) mathematical modeling and systematization. These categories go through the stages of the CMM process and include CA indicators, the most frequent being the organization and classification of information, followed by logical reasoning, justification and explanation. The analysis of the interview shows elements of the teachers' planning: resources used and difficulties and reflections on the practice carried out, revealing its potential and challenges. Teaching knowledge is mobilized during all the cycles of the self-reflective spiral triggered by the IFA, with professional training knowledge and experiential knowledge being the most frequent.