Princípios didáticos na abordagem da disciplina de química no âmbito do curso técnico em edificações do IFPI campus Teresina Zona Sul

Abstract

Professional and Technological Education (PTE) has undergone several transformations in its history, and in recent years there has been an expansion in this type of teaching. One of the forms of its offer is the Secondary Education Integrated to the Technician, whose principles are to articulate basic education with professional education in the perspective of the integration of knowledge, with the premise of deepening the humanistic character of the act of educating aiming at the integral formation of the student, preparing him not only for the job market but to act in society as a citizen. Therefore, the current educational guidelines bring in their texts that the principles of contextualization and interdisciplinarity must be ensured in the curriculum and pedagogical practice, in order to overcome the fragmentation of knowledge and curricular segmentation. The present work, of qualitative nature, was developed at the Federal Institute of Piauí - Campus Teresina Zonal Sul, with students of the technical course in buildings and chemistry teachers who teach classes in these classes. In order to investigate the pedagogical practice of the chemistry teacher regarding the approach of the didactic principles of interdisciplinarity and contextualization, questionnaires were applied with students and non-directive interviews with teachers. The results show that there is a weakness in the approach to the principles in pedagogical practice, which is related to the lack of adequate training to work in the context of PTE, the result of which is that most students see the chemistry subject disconnected from professional training. , indicating that curricular integration, even though it is present in the course design, is not present in practice. It is necessary for teachers to reflect on their training and performance in this teaching modality, as well as the educational institution to rethink how it contributes to the implementation of integration.