O ensino de química no ensino integral: possibilidades e desafios em uma escola pública de Frei Martinho - PB.

Abstract

The Integral Citizen Schools (ECIs) is a new school model that has been gaining credibility within the State of Paraíba. In the ECIs, the curriculum is diversified and has a flexible curriculum organization, characterized by being an innovative model loaded with proposals that seek to represent a watershed in the history of education in the State of Paraíba. In view of this, the present work aimed to analyze the model of Integral Citizen School, in a school located in the interior of Paraíba, as well as the Teaching of Chemistry in this school model, in addition, it has as specific objectives: to identify possible contributions of diversified disciplines in the teaching-learning of chemistry; evaluate how the model of Escola Cidadã Integral can help to enhance the teaching of chemistry; understand the importance of the ECI model in Inclusive Education and investigate possible tools offered by the teaching model that help in learning the curricular component of chemistry. This work was thought as a way to contribute to future studies involving this theme, since they are still very scarce. To this end, qualitative research was adopted with bibliographical investigations as well as analysis of documents that govern the pillar of Integral Education in Paraíba, in addition, this work also adopted participant observation, generating an experience report lived in the school in question. Thus, it was found that at ECI AGD, students have heterogeneous characteristics with regard to the teaching and learning process, with most learning problems arising from remote teaching, in the face of the COVID-19 pandemic. The teaching model provides opportunities for teachers to work on projects of pedagogical interventions, mainly focused on the insertion of successful active methodologies, with the aim of promoting dialogues and multidisciplinary events, focused on the protagonism and self-education of young people. It was possible to perceive, in relation to the learning of chemistry, that the school model offers several conditions that potentiate the teaching of chemistry, acting from the learning consequences.