ORIGINAL ARTICLE
MESSEDER, Jorge Cardoso [1], MELLO, Ana Rita Gonçalves Ribeiro de [2], FERREIRA, Caio Vitor [3], SANTOS, Marcelo Augusto dos [4]
MESSEDER, Jorge Cardoso. Et al. Observations on the use of social chemical themes in specialized educational care. Revista Científica Multidisciplinar Núcleo do Conhecimento. Year 05, Ed. 05, Vol. 10, pp. 05-33. May 2020. ISSN: 2448-0959, Access link: https://www.nucleodoconhecimento.com.br/education/chemical-themes
SUMMARY
Chemistry, although it does not appear as a discipline of the curricular programs of elementary school, is presented in the contents of Science Teaching more intensely than teachers and students can perceive. It is observed the distance between practice and theory, where the undergraduate in chemistry does not reflect on the possible methodologies that permeate the educational practices of a science teacher, when working in elementary school. When it comes to educational practices related to Inclusive Education, this distance is even greater. The objective of this work was to enable undergraduates in Chemistry, from a Federal Institute, to experience how the teaching-learning relationship takes place in the specialized educational care (AEE) environment. Due to the importance of knowledge about Science and Technology with social responsibility, observations were made during pedagogical interventions with social chemical themes for students in the early years, based on the studies of Science, Technology and Society (CTS). The results indicated that the phenomena observed throughout the process permeated the reality of the subjects, who were able to appropriate scientific knowledge, with acquisition of behaviors and attitudes for answers and decision-making. Approaches to elementary school, and to inclusive education, are important in the curricular structures of the bachelor’s degrees, and should be included in the continuing education of the teacher, which begins in the period of graduations.
Keywords: Science teaching, CTS teaching, specialized educational care, social chemical topics.
INTRODUCTION
The Brazilian educational legislation reiterates the importance in the school curriculum of scientific and technological knowledge that must be worked on science teaching since the early years.
According to the studies of Miriam krasilchik (2012), the inclusion of science teaching in Brazilian curricula, for younger age groups, occurred only in the 70s of the last century, where it became part of the curricular structures of early childhood education.
However, although there is consensus about the importance of this curricular component, its implementation in elementary school is still a challenge. Many students consider that the contents of the science area are abstract, difficult to understand, and thus contribute to the failure of school performance. This discourse causes science teaching to lose its educational potential, and falls into the acceptance of students.
Many teachers do not consider the need to teach science in the early years of Brazilian basic education, claiming that it is an unprofessional effort, and that it does not present significant results in the teaching-learning relationship (ESHACH, 2006). Along with this thought, many educators believe that teaching sciences from 1st year to 5th grade is a task with a high degree of complexity, where they are not prepared (DUCATTI-SILVA, 2005). To work around this problem, Pizarro and Lopes Jr. (2015) infer that attention should be paid to the continuing education of teachers, focusing on pedagogical practices in science (for any type of teaching).
Contrary to what is thought, the teacher who teaches science to children relies on participatory daring and the curiosity of infants, qualities that stimulate and facilitate and teaching action. What remains for this teacher is to know how to take advantage of the desire for research that is intrinsic to the little ones. Even knowing the real need for science teaching in the early years, our teachers still need new educational resources and technologies, in addition to the textbook.
Teaching in the early years of elementary school lacks attention to the child in the broad reflections on Science and Technology. Fabri et al. (2014) understand that it is not enough to teach concepts, but it is necessary that the child, from a young age, begins to reflect on what he hears in his social context. And when is this teaching aimed at children with disabilities?
Between 1996 and 2010, an investigative study was conducted on the procedures and teaching resources dedicated to disabled students (NUNES; BRAUN; WALTER, 2011). In this research, the authors concluded that the learning of students with disabilities occurs differently from that of the student without disabilities, not based on “disability”, but rather because “the other” does not offer varied possibilities for these disabled students to develop and learn according to their needs.
However, during the schooling stage of students with disabilities in the common classroom, or even in the context experienced in the care rooms, there is greater attention to the development of skills and abilities in the disciplinary contents of Portuguese and mathematics, as if this knowledge were the only satisfactory for the promotion of their developments and autonomies.
Science teaching is a tool capable of awakening to scientific education, since it creates opportunities for the student to learn about plants, animals, human body, astronomy and, thus, link this knowledge to the issues of everyday life, where concepts of science and technology are related to issues related to invention, advancement and the future. With this, the subject assumes the responsibility of taking action towards certain situations for life in society (KRASILCHIK; MARANDINO, 2007).
Teaching science to special students is to allow them to experience circumstances where they are able to take action in certain situations. The different segments of society (economic, technological, social, culture, political), as well as the diversity of technological goods, must be available for the possibility of positioning these special students, not excluding them from the understanding of the world that surrounds them, so that in this way they can develop values in the search for quality of a better life. Science teaching, as an area of knowledge, should be accessible to every citizen.
Considering the teaching of sciences based on social issues, this study is relevant as it prioritizes the teaching CTS (Science Technology and Society) as a way to understand some issues of chemistry/sciences in the contemporary world in an interdisciplinary way. In addition, CTS as an approach that focuses on citizenship training, has the purpose of understanding the reality around, by the fact that sooner or later the provisions on science and technology will reach the lives of all, where, in turn, citizens will be able to understand and act in the world by scientific knowledge , opposing common sense (PALACIOS et al., 2003).
In view of the above, the commitment in this research was to answer the following question: socio-scientific themes, through the approach in CTS, can be used in didactic strategies by the professor of Specialized Educational Care (AEE)?
SPECIAL EDUCATION: A LITTLE REFLECTION
In 2015, the Brazilian Inclusion Law – LBI, law 13.146/2015, also called the Statute of persons with disabilities, includes areas of health, education, work, social assistance, sports, social security, transportation, among others, where it seeks to disassociate disability with disabilities, in order to establish autonomy and capacity of citizens with disabilities to perform acts of civil life on equal terms with other people (BRASIL, 2015).
In this scenario, in which constant political, social and economic changes intersect, the school has been outline with paths that propose curricular modifications to design strategies in order and people with special educational needs to have full conditions for the exercise of citizenship.
Among the various documents emanating from the Ministry of Education there is no specific guide systems and education regarding curricular parameters for special education, what there are, in fact, guidelines, guidelines for education systems to ensure access to basic content that schooling should provide to all individuals – including those with special educational needs.
The whole of Basic Education should constitute an organic, sequential and articulateprocess, which assures the child, adolescent, young person and adult of any condition and region of the country the common formation for the full exercise of citizenship, offering the necessary conditions for their integral development (BRASIL, 2001, p.20).
In historical and cultural terms, for more effective and significant transformations, there are still great challenges in relation to pedagogical practices and the construction of learning, although the access of this student has already reached a considerable percentage, in which “approximately 80% of students with disabilities are inserted in the common educational system, according to data from the school census” (CORREIA; BAPTISTA, 2018, p.729).
Special education has made significant strides in the schooling process of students since the implementation of national policy in 2008; however, investing in the strengths and development potential of these students still represent challenges to the school team, since the history of these people label them as unable to attend regular environments and common classes (CORREIA; BAPTISTA, 2018).
Therefore, for the implementation of the inclusion proposal, curricular strategies are necessary, in order to make the necessary adjustments, in terms of objectives, contents, methodologies, activities, materials, resources, evaluation, etc. Also, it is necessary that the teacher has the capacity to deal with the differences, singularities and diversity of all children, and not to attach himself to a model of thought common to all of them.
Thus, the focus of every struggle and pro-inclusion movement is a unique threshold: to prepare the citizen to live and live with the challenges of daily life for the understanding of the world. There is still a great discredit of the teachers as to the ability of the student with disabilities to learn, perhaps because of the insecurity of dealing with the specifics of that student or for fear of receiving this student in his class and causing him some discomfort. Therefore, “often the lack of preparation and information prevents the teacher from developing a pedagogical practice sensitive to the needs of the special student included” (PLETSCH, 2009, p. 148).
Another issue much debated is the lack of preparation of teachers and other education professionals to deal with the diversity of subjects with disabilities, where the initial and continuing education processes give indications of precariousness. Even the undergraduate courses creating legislationthat require the fulfillment of contents and disciplines for pedagogical actions focused on diversity, a dichotomous teaching is already created and formed: teachers for common education and teachers for regular education. From then on, social representations are created that do not dilute as the teacher ascends to his performance (GLAT, 2018). According to Glat (2018, p. 13) “teacher training courses still favor a classical, static conception of the teaching and learning process, based on a notion of “normal” (say, “healthy”) and universal development for all subjects”.
On this point, Pletsch (2009) also draws attention to teacher training courses, so that the responsible bodies have the concern to train the teacher with the offer of disciplines and contents to meet students with specific needs, so that they satisfactorily perform their attribution of teaching within a diverse context, after all, the greatest challenge, in this sense , focuses on the need to adopt measures so that the condition of inclusive education is to move its position towards a pedagogical practice focused on diversity.
[…] we can say that the teacher should value diversity as an important aspect in the teaching-learning process. In addition, it needs to be able to build teaching strategies, as well as adapt activities and contents, not only in relation to students considered special, but for educational practice as a whole, thus reducing segregation, dropout and school failure (PLETSCH, 2009, p. 149).
Benite; Benite, and Vilela-Ribeiro (2015) point out that the need to train teachers able to perform the task of dealing with special students is among the determining factors of the success or failure of Inclusive Education. Resources to optimize the pedagogical work of the teacher and the learning of the students. These studies point to the promotion of inclusion and learning of students with disabilities, but the truth is that little has been the advance in this direction.
Despite this situation, Lippe and Camargo (2010) report the conduct of a common classroom science teacher with blind students enrolled in 9th grade classes in the public school system of the Bauru region, where they conclude that inclusion is still far below what is recommended. And with this, they point out the need for effective continuous training of regular classroom teachers who have students included (in this research, in particular, they refer to visual impairment), in order to create greater dialogue with the specialist teachers of the AEE, aiming at greater support for the learning process of these students, because
the difficulty of the basic education teacher is the lack of professional preparation/training, lack of infrastructure of schools and scarcity of teaching materials, as well as knowledge of a form of evaluation that is adapted to the conditions of students with disabilities (LIPPE; CAMARGO, 2010, p. 6).
SPECIALIZED EDUCATIONAL SERVICE (AEE)
This service was established by the National Policy of Special Education in the Perspective of Inclusive Education[5], in 2008, when the expansion of public policies was started in order to create/change concepts, legislations, services and pedagogical practices to complement and/or supplement the training of students with a view to autonomy and independence at school and beyond (BRASIL, 2008).
The Specialized Educational Care (AEE)[6] is offered mainly in the Multifunctional Resource Rooms (SRM)[7], and was created as a specialized pedagogical service to the target public of Special Education.
Starting from an initial evaluation, the AEE teacher seeks to know the student, his/her possibilities, his family, so that he can best build a document that promotes the necessary and possible adaptations for efficient learning. It is a pedagogical planning is individual and specialized as it seeks to develop, improve the student, from its specificity, its ability to access the regular curriculum and, consequently, to learning. In this trajectory, it is necessary that pedagogical work considers and is based on several aspects, such as: space organization, materials, available resources, methodologies, strategies adopted, family support, among others, in order to overcome barriers and promote the participation of all.
SCIENCE, TECHNOLOGY AND SOCIETY (CTS) STUDIES: OPTION FOR RESEARCH
The ECTS[8] (Studies of Science, Technology and Society) take an important course from 1970 when seeking an answer to counterthe idea and feeling that prevailed from the beginning of the 19th century to the post-World War II, that scientific and technological development was only well-being and redemption from the evils of humanity (VON LINSINGEN, 2007).
Therefore, Von Linsingen (2007) discusses that it is at a time of crisis, environmental catastrophes that this salvationist feeling loses strength when they begin and establish conditions for a new way of seeing the interaction science, technology and society. Several episodes that occurred in the last century already left society oolate about the positive and negative points of C&T (science/technology), for example, the devastation that occurred in Nagasaki and Hiroshima due to the explosions of the atomic bombs, the discovery of the hole in the ozone layer, probably caused by anthropic actions, the problems arising from air pollution in various parts of the world, the vast oil spills and their environmental consequences, accidents with nuclear power plants, such as the case of Chernobyl in 1986 (BAZZO, 2002).
With the advent of technology, discourses that profess the incisive action of technology in the progress of society, where technological supremacy is exalted as a source of human subsistence, are increasingly striking. However, in the globalized world there is a need to understand the various contexts that receive the reflection of the overwhelming technological process, which in essence brings consequences that must be judged by society throughout society (BAZZO, 2002).
Therefore, educating for citizenship implies questioning the order of capitalist society, in which economic values overlap with other values; values linked to human needs because they are “linked to collective interests, such as solidarity, fraternity, awareness of social commitment, reciprocity, respect for others and generosity” (SANTOS; MORTIMER, 2000, p.114).
When included in the curriculum, the proposal is that socio-scientific aspects (ASC) be worked within a controversial characteristic, in which it is possible to introduce questions, where they give debate within an argumentative process. In this line of thought, Ratcliffe (1998 apud SANTOS; MORTIMER, 2009) proposes categories for working science teaching through the ASC approach, which are:
(1) relevance, with the objective of encouraging students to relate science teaching to everyday problems in order to develop social responsibility; (2) student motivation for science classes; (3) communication and argumentation, in order to develop in the student the ability to express themselves with arguments (4) analysis, deepen the level of requirement of the student’s cognitive; (5) understanding, helping the student understand scientific concepts and the nature of science. (ibid., p. 192).
According to Walter Bazzo (2002), among the various CTS conceptions, the European and North American conceptions can be highlighted, which are actually the ones that gave rise to this thought. While the North American emphasizes technology, the European prioritizes social factors, marked by sociological, psychological and anthropological issues, but both have always bet on the basic training of its citizens through the literacy of science and technology, expanding its efforts to clarify the repercussions of scientific and technological development.
DEVELOPMENT
The research subjects were students of the ESA of the Municipal School Irena Sendler, residents of Baixada Fluminense (RJ), enrolled in elementary school I and II, in the 2nd, 3rd, 4th, 5th, 6th, 7th and 8th years, in 2019, which included students with disabilities, autism spectrum disorder and specific functional disorders. The pedagogical interventions were conducted by two undergraduate scensors from the Institutional Program of Scientific Initiation Scholarships (PIBIC), together with the teacher regent, a researcher who is part of the research group, and one of the authors of this article. The two AEE students, mentioned here, are presented by fictitious names and both with characteristics of specific functional disorder very close, so that they demonstrate slowness in the process of logical reasoning and abstraction of thought, which results in extreme difficulty in the teaching and learning process; both without autonomy of the reading and writing process, where they need constant support in the activities that explore and contemplate the literacy of mathematics and Portuguese and also have a history of school retention. They are included in João, 9 years old, student enrolled in the 3rd year; and Alisson, 15, 6th grader.
Data collection consisted of students’ reports throughout the research, based on the interventions, the notes made by the two PIBIC fellows, records in board notebooks, photos and videos gathered by the researcher (teacher regent of the SRM) about the observations of the interaction researchers and researched, as well as the description of the subject’s behavior in the face of pedagogical interventions. Throughout the article, the researchers’ speech is encoded by the letter “P”, for the purpose of identifying and understanding the dialogues.
For this study, in addition to the social chemical themes, the National Curricular Parameters of Natural Sciences also supported the choice for the contents to be developed. The objective of the Natural Sciences is “to point out quality goals that help students face the current world as a participatory, reflective and autonomous citizen, knowledgeable of their rights and duties” (BRASIL, 1997, p. 5). Furthermore, the document advocates knowledge with the environment, with health, ethical issues related to human rights, issues related to sexuality, dignity and solidarity with the human being.
Therefore, the present work presents the observation of the conceptions and the positioning of students based on activities in science teaching, in the face of the impacts of C&T on society, based on CTS teaching.
Each theme was chosen according to emergency and relevance in the context of the student, referenced to interdisciplinarity, whose contents involved several knowledge related to social, economic and cultural aspects, which allowed a broad discussion related to science, technology and society.
Each theme that was developed had the programming of five blocks, where each block lasted approximately 50 minutes.
The articulation between the themes had activities of exploration of books of children’s and youth literature, videos, reports, exhibition explanations, dialogues, written activities, painting activities, simulations and pedagogical games, some activities of the Educational Product elaborated by Oliveira (2017), which were in line with the proposal of this research, and, when necessary, were reproduced, given the adaptations, if necessary.
GAMES AND GAMES: CUT OUT BROUGHT TO THIS ARTICLE
The choice to explore games and games as didactic strategies derives from the peculiarities that these activities provoke in children, even because the child’s development revolves around the act of play and, from this process happens the formation and construction of the human being. “Teaching through ludicity is considering that play is part of the life of the human being and that, therefore, it brings references to the subject’s own life” (RAU, 2007, p.31).
According to Kishimoto (2008) it is important that the teacher has clear what is intended to be taught within the learning teaching process, since the game as a pedagogical resource has two functions: where the first would be the playful function, which is part of the student’s voluntary choice, in which his experience brings pleasure, joy. And, second, the educational function, with the objective of developing knowledge, understanding of the world by the student, under the action of the teacher.
As a clipping for this article, we brought the results obtained with the use of memory game. According to Kiya (2014), the memory game is a simple rule game that can be played by people of all ages, whose goal is to memorize images quickly, developing and perfecting reasoning, culminating in the development of skills such as: visual discrimination, attention, concentration and memorization.
With the support of this concept, the interventions performed sought, through the memory game, to require students João (3rd year) and Alisson (6th year) to memorize images, reasoning, since they are students not yet autonomous in the process of reading and writing and, therefore, activities with the use of images give more positive results, because these students can memorize better with the exploration of images. Thus, a game was prepared on the types of pollution (visual pollution, noise pollution, air pollution, water pollution, soil pollution), where students could understand and visualize, in a concrete way, the concept of the different types of pollution.
Thus, the games developed together with the students also had, as objective, to explore concepts, such as types of pollution, within the theme environment, explore the organs and sensory senses and, in general, motivate the student to internalize scientific knowledge so that it is positioned critically and decisively in certain situations.
HUMAN PERCEPTIONS IN THE ENVIRONMENT: I IN THE WORLD
To clearly identify and understand how to perceive the world based on the stimuli of the environment is relevant to the student, because it means talking about, as he, while human being acts and reacts to the intrinsic and extrinsic mechanisms and processes of the environment, is to speak of the pleasant and unpleasant sensations, of contaminated air and also of noise pollution that interfere so much in his way of life.
In this theme, with high interdisciplinary potential, it is possible to discuss issues of science and technology, both related to the area of sciences – Biology, Chemistry, Physics – as well as issues of social and cultural character, such as brands, advertisements, influence of the media, where they have strong appeal and influence on the ways of life, attitudes and behavior of people in society.
This article provides clippings of the activities developed with two students researched within the theme “Garbage”, in which the subjects addressed aimed at scientific knowledge with application to the citizen’s life, so that it is able to understand and transform its reality.
PEDAGOGICAL INTERVENTIONS
With the student João, from the 3rd year, among the subjects addressed, in one of the meetings, the content about the destination of garbage was developed, with the following problematization: “Where does your garbage go?”. The objectives to be achieved were from the knowledge of the waste route to the identification of different types of recycled materials.
In this sense, an illustrative image of the urban waste disposal phases was used in order to show the recycling process, cooperatives, various types of garbage and the whole process of separation, cleaning and correct destination, according to each type, and also to present the two categories of garbage: dry waste composed of plastic, paper, metal, glass, and wet waste , which comprises food, fruit scraps and leaves.
Thus, from the process of contextualization and conceptualization of content, there were the following reflections: “Is garbage a good or bad thing? What do you do to keep the environment pleasant? What is the importance of keeping the environment clean? Where’s your town’s trash going? What is Landfill?”
And then, as a way to evaluate the appropriation of the content, from the student’s understanding, an activity was proposed to reread the garbage disposal phases through drawings (it is important to say that the student is not yet autonomous in the oral and written reading process). With this, the student produced six illustrative slides and produced a television of recycled material to serve as a dissemination of the slides produced by the rereading of the “Garbage Route”.
With the student Alisson of the 6th year, one of the subjects developed was about the physical transformations, geographical occurred in the environment, as a consequence of the activities of man in his habitat. Thus, the problematization was: “Why does man change nature?”.
Based on the proposed objectives of understanding the process of changing natural space, and researching old and recent photos of the school’s surroundings, the methodological strategy adopted consisted of observing old photos and going on a tour taking current photos of the same environment,
Thus, it is worth pointing out the reflections as resources for the contextualization of the subject: “What is the result of human actions in the environment? Why do you think you’ve changed so much? Who is responsible for the changes? What are the things welcome with the changes? What are the bad things?”
This subject presents slowness in his capacity for abstraction and generalization, which hinders the teaching and learning process, however, the most successful activities must present the characteristics that give meaning to the student, in relation to the reality of it.
About the activity, it was proposed the task of walking around the school observing the establishments, the various places, houses, conversations with people, taking pictures of the proximity of the school, some places and, after, making comparations with old photos of that same environment (obtained from the media sector, the city hall of Mesquita).
Therefore, for the development of the CTS approach, there is respect for the psychological order of conceptual learning, selection and ordering of socio-scientific themes, which are made considering the degree of complexity of scientific contents linked to the themes according to the cognitive development of the student (MUNDIM; SANTOS, 2012).
The students received a daily problem situation to be solved, and with this, it was possible for them to initially resort to the knowledge they already brought and, as they received information, articulated them to their experiences, with observations, comparations, hypotheses, and then modified their concepts.
DISCUSSION OF RESULTS
Based on normative documents of the Ministry of Education for the stages of basic education within the area of Nature Sciences, for example, the Curricular Parameters (PCN) of 1997 and the Common National Curriculum Base (BNCC), it is clear the objectives of nature sciences within the school cycle, which, given some specificities of each, is to lead the subject to understand , interpret the world and act on it to transform it, through access to natural, social and technological scientific knowledge (BRASIL, 2017).
In view of the above, important considerations should be made associated with the modality of Special Education with regard to specificities and nuances, since there are different aspects and levels for each individual focused on their special condition.
Therefore, some dialogues are presented in the context of research where it shows the process of involvement of students in the apprehension of knowledge in science teaching.
Despite this, below are clippings of the student João’s speech about the destination of garbage in the activity of rereading the “Garbage Route”, one of the proposed strategies.
João: The garbage we make goes to the landfill, goes to the factories, and also, another part, goes to the land to turn fertilizer.
João: The paper found in the trash was taken by the truck to the paper recycling plant.
João: Clean up the trash.
João: Because else they all die.
The statements of the student João demonstrate his understanding of the process of destination of garbage, with the possibility of recycling and the risks arising from improper disposal, with the student’s decision to take care and care for the cleaning of his surroundings, such as: placing household waste in a place where urban collection passes.
The proposed activity was the creation of a story from the rereading of the fate of garbage, in which it involved the student’s imagination to create his story about the garbage route. The performance of this activity required the student Joãoto describe and reproduce how the destination of garbage is processed, more precisely, in its vicinity. The work united the potential of the student to give an opinion, imagine, create, where he pointed out a positive factor, which was his coherent response to the reality portrayed/represented. The work consisted in the production of a television of recycled materials, such as cardboard, cardboard cannon, plastic caps of PET bottle, associating possibilities of recycling, which, precisely, had been studied. Figure 1 shows the rereading of the garbage route assimilated by the student, within what was most significant to him, with the production of slides.
Figure 1 – Rereading the garbage route through a sequence of slides.
The story created by the student João was composed of six slides, illustrated by him, which tells what was most significant was assimilated by him (figure 2), and can be seen in the one that received from the student the following title: “Taking care of nature with recycling”.
Figure 2 – Rereading the garbage route through a sequence of slides.
Therefore, it is noteworthy that the student João demonstrated to have understood the dynamics of recycling and the risks arising from improper disposal of garbage. It is essential to record that this work generated positive effects for the student’s self-esteem, which often shows discouragement in the face of his/her failure in the process of learning the contents of the curriculum, because in view of his productivity he was able to establish his ideas and visualize, as a final result, a concrete material produced by him.
Continuing the activities, the book “Pollution has a solution!”[9] took place, where the various forms of pollution were typified, such as: air, water, soil, visual and sound. With the dialogue, we sought to encourage the student João to recognize the harms arising from such contaminations.
P: What do you understand is pollution.
João: Various garbage mixed with flies, rats and cockroaches. It’s bad, it makes us even cough. P: Yes, you’re right, cough ing is one of the many symptoms of air pollution. Besides them, he recalls, he has other types: from the soil, from rivers and seas, from sound.
P: And with all this pollution, how do we get, huh? With polluted water, soil and air the environment is well destroyed.
P: Where does pollution come from?
João: Of men.
João: This is happening because they are cutting down the trees. He could make mechanical pencils, instead of pencils that use a lot of trees [the student considers this possibility in order to reduce the felling of trees to produce wood-based products, including pencils].
The dialogue brought the reflection of the need for man to have balance in the face of consumerism, because what counts is the balance sought through sustainability, since the pencil, as well as various materials necessary for man, is produced by materials that are difficult to decomplace in the environment.
P: Have you ever seen anyone who needs a hearing aid? [talking about the health problems generated by noise pollution, such as headache, hearing loss, among others].
João: Yes. It’s very difficult to talk to someone who doesn’t listen, you have to talk very close to her.
P: It’s true, that’s why technology is so important, like hearing aids that are so important to help these people hear better.
João: Haven’t you seen the technology? Every day that passes something … What’s missing is creating a robot with legs, arms, face and going out into the world. The technology is our brain and [it means that it is created by man] sometimes it creates things that are not necessary in th [the student refers to creating a robot with feeling] and world, and a robot with feeling is not cool, because it will say thin [give commands to the robot] gs to him and he will be sad and will not do what he has to do.
P: Why do you say that?
João: Every human being has to have feeling.
P: Do you think that feeling is important to the human being?
João: Because without feeling we can not have friends or be happy.
In this case, technology generated in the student João a critical position on the salvationist perspective of science and technology, stating that there are created things that are unnecessary to man, in which he is due to the lack of communication and understanding between human beings.
This explanation of the activities was necessary so that we could bring how the memory game is inserted at this moment of the research. With the illustrations brought by the book, the student was able to perceive all the problems of pollution, while inconsequential actions of the environment in which he is inserted. Thus, from the acquired knowledge, a memory game was developed with the various forms of pollution. The game was elaborated with figures from research done on the Internet, which left the student very excited and excited by the activity, as shown in Figure 3.
Figure 3 – Memory game developed with the student under the theme pollution
Source: search file.
The student recorded, through drawing, his impression on the environment. He used a two-sided sheet to make the comparison between the ideal and the real. In front of the leaf, he designed what would be a preserved, clean environment, already on the back, illustrated the devastated, lifeless environment, if man insists on not assuming his responsibility to care for and protect his natural habitat. João: The clean world, full of tree with fruit, where everyone can live well. The world that would be good for everyone to live. This student’s speech represents a reality that, in his view, would be ideal for a quality life, an environment with sun, blue sky, with life (Figure 4).
Figure 4 – The ideal environment, according to the student’s conception.
The games used sought to value playful and educational functions, as, under the perspective of pedagogical action, explored the socio-scientific themes proposed in the research and, linked to ludicity, were developed and or adapted according to the individual preference of each student.
The appropriation of the student Alisson’s knowledge about the content explored happened as the student realized the consequences of human activities in the environment, where some events saw historical facts, some places change a lot, others a little less, while others remain The appropriation of the alisson student’s knowledge about the explored content happened as the student realized the consequences of human activities in the environment , where some events have seen historical facts, some places change a lot, others a little less, while others remain preserved, according to the strata of the dialogues:
P: Why are you like this? Who do you think modified?
Alisson: The men. Because people came to live here. I had to build houses.
P: With the development of the site, talk about the good things, in your opinion.
Alisson: Concrete street [the student makes reference to the paved streets], shops, school.
P: Now talk about the things that harm the place.
Alisson: Lack of horse, forest.
Alisson: I wanted it to stay that way.
Alisson: He had a farm, he had a horse, he had a forest.
The awareness of students about environmental problems is essential in order to make them aware, an awareness that can be achieved with the help of the audiovisual that takes these images into the classroom (ARROIO, GIORDAN, 2006).
The proposal comprises the discursive approach on people’s attitudes and consequences for society and the environment.
In continuation of this dialogue, the three actions necessary for the recycling process were mentioned: reduce, reuse, recycle, so that several situations experienced on a day-to-day date were raised, such as the disposal of household waste.
Based on this idea we started the dialogue, from the question: “What to do with what is no longer good for you?” Student Alisson was instructed on how to separate garbage. The student was aware of the colors destined to each type of garbage where: green, for glasses; yellow, for metal; blue, for paper; red, for plastics; brown, for organic waste. However, even if they have these colors, it is recommended that the garbage be separated under two conditions: dry garbage, the one that has been separated by colors, and wet garbage, to that from food scraps, fruit and vegetable peels, leaves and non-recyclable materials. P: So, is there any way to make this separation in your home? Will you talk to your mother to start this process? Alisson: yes, I’ll talk to her.
The student reported that in the street of his residence there is no cleaning and collection of urban waste, a situation that causes discomfort in his surroundings. Alisson: I pick up the garbage from my house and go down. The student refers here to the fact that he lives in the upper part of the community and has to go down some streets with the garbage to leave it in a place where there is an urban garbage collection, where the garbage truck passes to collect. But it is a practice that does not happen with its neighbors, who deposit the garbage in improper places. Alisson: Those who live there don’t do that, they leave the garbage on the street, then the animals [dogs, horses] come and tear the garbage and dirty everything, it smells really bad. It is possible to observe that the student is aware of how much the pollution of the environment brings negative aspects and directly interferes in the community.
In a drawing produced by the student, shown in Figure 5, he represents this well, while, by dividing the drawing into scenes, he explored the aggressions caused by pollution to the environment.
Figure 5 – Destination of garbage around the home of student Alisson.
Alisson: Here [pointing to the drawing (A)], the house on the side of a street she [a female figure] took the garbage from her house and threw it at the bottom of the house, which caused a bad smell in the neighbor’s house and the garbage accumulated and began to collect animals and disturb the neighbor. Here [pointing to the drawing (B)] in another house, someone throws the garbage in the middle of the street, was drinking wine and throws the bottle and the car passed and punctured the tire. Here [pointing to the drawing (C)], he [male figure] throws garbage on the tree, garbage is thrown on its stem [points to the tree].
The student did not comment on the expression of the sun, but as such an expression drew attention and was suggestive in front of those scenes, he was asked why the expression of the sun, in which he replied: Alisson: The sun is very sad with everything that is happening.
Still referring to this condition, he was asked if he fit into any of those scenes, to which he replied: Alisson: No, because it is not right to do these things.
Citizens are often aware and know the needs to improve their surroundings, in terms of problems of urban cleaning, sanitation, legal destination of garbage, situations that are often ignored and or dismissed by experts, as ills of that social reality.
Therefore, it is always important that the teacher considers the information that the student already brings with him, since the knowledge of common sense will be the basis for the construction of a meaningful learning, because through them it is that the students will reach scientific knowledge.
Following the lesson, there was a dialogue about the final destination of garbage and the social and environmental consequences of this action, when there was the citation of two other recent laws that came into force with the discourse of corroborating the environment, in an attempt to reduce the consumption and production of plastic waste, since plastic is considered one of the villains of the environment. They are: Law No. 7957/2018, of May 15, 2018 (RIO DE JANEIRO, 2018a), which prohibits the use of plastic canudos in restaurants, bars, kiosks, street vendors, hotels and the like in the state of Rio de Janeiro, and Law No. 8006/18 of June 25, 2018, which requires commercial establishments located in the state of Rio de Janeiro to replace and collect plastic bags with biodegradable bags (renewable material).
Regarding the law of straw and about paying R $ 0.05 for each bag (from the third) the student demonstrated, in his speech, what decision he will make when going to the supermarket: Alisson: So it is better to take it [bag] from home! [He said in a tone of astonishment].
Based on the above, the unfolding of the research proposal with students João and Alisson, contemplated an educational approach very close to progressive education proposed by Paulo Freire, whose centrality reside in problematization and dialogicity, as they presented three points of convergence, according to Nascimento and von Lisingen (2006):
i – thematic approach and the selection of contents and teaching materials;
ii – the interdisciplinary perspective of pedagogical work and teacher education;
iii – the role of the teacher in the teaching and learning process and in training for the exercise of citizenship (NASCIMENTO and VON LISINGEN, 2006, p.97).
Within the theme of the environment, in the block of activities, there was the debate of social issues, moral and ethical values derived from scientific and technological development, where, through problematization, the subject was led to face a question of daily life and, from this, through investigation, came to know “what” that was unknown to him, with the stimulus of modifying and modifying his social context.
The focus developed from the environmental theme was the recognition of man as an integral part of this environment, with implications and impacts of human actions on nature; nature that has essential elements for the maintenance of life on Earth and, as this planet has been sequelae by the ills arising from pollution, garbage, deforestation.
The activities were planned in line with the interests of the students, in the sense that they present empathy and pleasure in performing and or developing. In this sense, there was the promotion of different forms of materialization of knowledge: reading of books of stories, painting, dialogues, educational games, production of materials and, with this, the phenomena observed throughout the process permeated the reality of the student as he proposed to stimulate various functions, such as: logical reasoning, attention, language, among others, in order to provide the student’s learning , bringing it closer to concepts that, after experiencing and experienced, allowed the visualization of this knowledge in day-to-day situations.
NOTES OF LICENSEES-RESEARCHERS: IMPLICATIONS IN INITIAL TRAINING
According to Barbosa and Cassiani (2015), it is important that teaching promotes a dialogue between theory, specific to teacher education, and educational reality by linking theory and practice. When we refer to the practice in Inclusive Education, often in the training of the chemistry teacher, this approach is due to ephemeral dialogues in elective disciplines, or simply in the classes of the discipline Brazilian Sign Language (Libras), established in undergraduate courses throughout Brazil, by article third of Decree No. 5,626/2005 (BRASIL, 2005).
The teaching of Chemistry, for the child segment, within an international scenario, began to be thought in the 60s of the last century, already indicated an interdisciplinary movement that brought the child closer to the observation of phenomena, in a teaching unbound from memorizations of specific nomenclatures. At this time, teaching was thought by observation, which would allow a greater scope in the understanding of children, and because of this, the teaching of sciences was directed to chemical processes (MORI; CURVELO, 2014).
Chemistry cannot be seen only as school content, but should be understood as a field of vast knowledge related to life in society. It should give the citizen the possibility of choices, of what is useful and necessary, or of what can entail risks and obscure interests, because it is scientifically produced. The science curriculum has been steeped in chemistry content since the early years, but many teachers do not accept this scope. This fact is due to the reductionist form with which chemical matters are addressed in the classroom. Many times the term “chemistry” is considered inappropriate to be discussed with children, and it is justified that in this age group it is best to use the term “sciences”, in general (JUNIOR, 2008).
This observation study, with classes in the specialized educational care environment, allowed the scholarship holders to have teaching experiences in a totally exogenous environment to their places of teaching in training, which are mainly summarized in regular classrooms.
Excerpts can be cited as excerpts from the reports of the fellows at the end of the interventions:
Scholarship 1: […] The Multifunctional Resource Rooms are environments equipped with equipment and pedagogical and didactic materials to offer specialized educational care, bringing as the largest difference between the classroom regular individual care, perhaps, because it is a more private environment the student feels more free to communicate and participate in the activities proposed by the teacher than in a regular room , the individualization of the care allows the professional to have a better view, than that of a teacher in the regular room who has more than 20 students, of the pedagogical needs of the student and can direct the focus of the time of care to help in the best possible way.
Scholarship 2: […] we know that the student needs some more subjective action, we saw that in the regular classroom this fact is not possible, because of the overload on teachers, because they usually have about 30 students in class. […]
It is noticed that the two scholars recognize the importance of a place that favors students with disabilities, and make compareds with regular rooms, which commonly have a higher number of students per class. It is verified that the needs must be treated with technical and pedagogical attention. But despite this observation, one of the scholars also inferred that
The space meets the needs, however, is mostly directed by improvisations, what keeps the place able to continue receiving this class is the effort of the teacher, who is obliged to always reinvent himself with teaching materials and games made with recycling, it is evident the negligence of public agencies in relation to the distribution of teaching materials. (Scholarship 1).
Here, he criticizes the brazilian inclusive teaching scenario, where teachers have the responsibility to harmonize all pedagogical challenges alrelated to inclusion. this observation is corroborated by Terra and Gomes (2013, p. 13):
It is the teachers who essentially carry out the arduous task of reconciling, even with all the deficiencies existing in the Brazilian educational system, their activities in order to satisfy all their students with NEE, aiming to overcome all the difficulties existing in their insertion and inclusion the regular school system.
Therefore, projects like this, which have a main focus on citizen education, with possibilities for criticality, which allows the relationship between classroom theory and knowledge learned and developed in the day-to-day life of students, should be further developed in the undergraduate courses, because only then, it is possible the social and economic development of the country, with a truly inclusive education , public and quality.
FINAL CONSIDERATIONS
The Teaching CTS (Science Technology and Society), from an inclusive perspective, brings a significant basis in the construction of citizenship of these subjects in particular, especially nowadays, where we find that science teaching aims to demystify the naïve conception that C&T promotes social well-being by producing artifacts that contribute to improvements in human life. If we go down this ideological path, we are attributing that technologies are serving for the modification of realities, and are totally excluded from values and opinions, being in charge of society the definitions and decisions of what should be done with the results.
Thus, the school, among other actions, should promote inclusive education recognizing the responsibility of promoting the subject to learning as a whole, enabling the subject’s access to all areas of knowledge. Neverthemore, the commitment to educate is not only up to Special Education, but also to the school and other agents of education, thus guarding the citizen’s right to appropriate knowledge.
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APPENDIX – FOOTNOTE REFERENCES
5. Based on legal frameworks and pedagogical principles, the equality of conditions of access to participation in an inclusive educational system, this legislation defines Special Education as a modality of transversal education at all levels, stages and modalities, which provides resources and services and specialized educational care, complementary or supplementary, to students with disabilities, global developmental disorders and high skills/gifting in regular education (BRASIL, 2008, p.5).
6. Specialized Educational Service comprises the set of activities, accessibility resources and pedagogical organized institutionally and continuously to the public of Special Education (BRASIL, 2011).
7. They fulfill the purpose of organizing spaces, in the common school itself, equipped with equipment, accessibility resources and pedagogical materials that help in the promotion of schooling, eliminating barriers that prevent the full participation of students who are publicly targeted to special education, with autonomy and independence, in the educational and social environment (BRASIL, 2010, p.6).
8. This is an acronym used by von Linsingen (2007 apud Vaccarezza, 1998) to refer to the field of academic work, reflections, intellectual, social and political concerns in CTS, in which he calls “social studies of science and technology” or “studies of science, technology and society” (ECTS) (von LINSINGEN, 2007, p.1).
9. DOMENICO, G.; ORTIZ, A. Pollution has a solution!. São Paulo: New Alexandria, 2009. 24p.
[1] Doctor and Master of Science. Industrial Chemist.
[2] Graduated in Physical Education, Specialist in Special Education, Master’s degree in Science Teaching (PROPEC/IFRJ), professor of Special Education in the municipality of Mesquita/RJ.
[3] Graduating in Chemistry.
[4] Graduating in Chemistry.
Sent: April, 2020.
Approved: May, 2020.
