DANTAS, F. R.; DANTAS, FERNANDA RAQUEL.; http://lattes.cnpq.br/8640507650541801; DANTAS, Fernanda Raquel.
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.