Proposta de uma sequência didática para o ensino das propriedades físico-químicas da água fundamentada na pedagogia de Paulo Freire e nos três momentos pedagógicos

Abstract

Physics teaching in contemporary basic education is facing a profound crisis. The main challenges include overcrowded classrooms, a significant reduction in the number of hours devoted to the subject, the devaluation of the teaching profession in Brazilian basic education, inadequate working conditions, and the prevalence of a pedagogical culture centered on testing. Furthermore, the school curriculum presents itself as a list of content to be completed, predominantly addressed in a traditional way, with a focus on the teacher and based on the banking education model. In this context, it is essential to adopt alternatives that seek to minimize the educational gaps arising from these challenges. It is essential that teaching methods promote a problem-solving and liberating education, valuing the existential experiences of students in the teaching-learning process, with a view to fostering their awareness. Based on this premise, this teaching sequence was structured based on the dynamics of the Three Pedagogical Moments (3MP), proposed by Delizoicov, and developed from the perspective of Paulo Freire's pedagogy. The main objective was to promote students' awareness of the physical-chemical properties of water, as shown on the label of a mineral water. The proposal was organized into four meetings, each corresponding to two consecutive Physics classes, held in a state school located in the state of Mato Grosso do Sul, with a class of 3rd year high school students. In the first meeting, the contextualization of the generating theme, “physical-chemical properties of water”, was carried out using the label of a mineral water. Based on the raising of questions about the label, the teacher was able to explore the existential experiences of the students related to their understanding of the world. Then, the Three Pedagogical Moments were applied progressively: still in the first meeting, pH was addressed; in the second, the electrical conductivity of water; in the third, evaporation residues; and, in the bedroom, the temperature. During the implementation of the 3MP, the teaching sequence incorporated several teaching strategies, such as expository and dialogic classes, problem-solving experimentation, reading and interpretation of texts, conversation circle and virtual simulators. The analysis of the records produced by the students throughout the teaching sequence, the transcriptions of audios, the results of the bimonthly test and the students' evaluations regarding the conduct of the activities indicated possible evidence of awareness in relation to the content worked on.