Relação entre conceitos e contextos na estruturação de mapas conceituais: estudo de caso desenvolvido em escola pública paraibana.

Abstract

For many years the traditional form of teaching was based only on memorization of content. With the various methodologies and resources, today the modification of the educational system is necessary to act more dynamically, seeking to make teaching and learning more effective. In this perspective, Concept Maps are proposed for teaching as a facilitating learning tool. But are the concepts approached contextualized? Or are Concept Maps just another way of helping to grasp concepts without necessarily learning? In this context, the work had as its This study aimed to investigate whether there is a relationship between concepts and contexts in the structuring of concept maps in a case study developed with a first year high school class at the Orlando Venâncio dos Santos State Citizen Integral School, located in the city of Cuité-PB, in the period September 2019. The methodological course was developed by proposing a workshop divided into three moments: the construction of a test concept map; a dialogued expository intervention; and the elaboration of a final concept map. The results showed that the possible concept of the concept map in the students' idea may have remained unchanged even after the intervention proposed by the authors, because the intervention time was restricted, among other factors, such as the fact that they had no experience with the teaching tool at first, as well as the lack of interest of some of them, and possibly there is little stimulus for the connection between concepts and for contextualization. However, it is understood that the search for mechanisms that provide a more contextual learning becomes increasingly a promising path for teaching. Although Concept Maps have great potential contributing to context-based teaching, deepening the contents in a more contextualized way, as well as encouraging students to try new teaching strategies, seeking to contribute to better learning, as well as the availability of time for the planning, elaboration and development of the teaching tool.