Resíduo eletrônico e metodologia ativa: uma proposta de sequência didática interdisciplinar para o curso técnico em Informática

Abstract

The conventional approach to teaching, wherein the teacher assumes the role of the primary knowledge holder, has yielded unsatisfactory outcomes in addressing contemporary training needs that seek to establish a meaningful connection between educational institutions and real-world experiences within students' future professional endeavors. In this context, active methodologies, notably project-based learning, emerge as subjects worthy of scholarly investigation for their capacity to transcend traditional paradigms and recognize learners as active participants in the educational process. This study focuses on exploring the applicability of project-based learning in secondary and technical courses, specifically addressing its role in preparing competent professionals to address issues related to the environmental impacts of electronic waste. Situated within the framework of the Postgraduate Program in Professional and Technological Education, within the field of Teaching, this research is guided by the central question: "What is the applicability of Project-based Learning concerning the environmental impact of electronic waste on students and teachers in the IT technical course at the Professor Ubiraci Carvalho Full-time Education Center?" The motivation for this inquiry lies in the pursuit of active learning, creativity, and autonomy. To address the research question, the overarching objective was formulated: "To understand the applicability of project-based learning regarding the environmental impact of electronic waste among students and teachers in the IT technical course at the Centro Ensino de Tempo Integral Professor Ubiraci Carvalho." To achieve this objective, specific goals were delineated, including describing students' perceptions of the environmental impact of electronic waste, investigating teachers' educational practices in the IT technical course regarding the utilization of project-based learning, and developing a Didactic Sequence on the topic "Electronic Waste and the Environment" for implementation in the Interdisciplinary Learning Project discipline of the IT technical course. The methodological approach employed was that of Field Research, involving interviews with teachers and the administration of a questionnaire to IT technical course students within the realm of Professional and Technological Education. Subsequently, data were generated concerning the research problem and the evaluation of the Educational Product. Interviews were conducted following the application of the active methodology, and the Educational Product comprised a Didactic Sequence tailored for technical courses. The study drew theoretical foundations from the works of Oliveira (2013), Ciavatta (2012), Moran (2015), Ramos (2008, 2010, 2014), Pacheco (2011, 2012), Araújo and Frigotto (2015), Kuenzer (2002, 2007), Marx (1968, 2007), Gramsci (1968, 1981), Saviani (2003), among others. Analysis of the data revealed that the active methodology under consideration facilitated the development of proactive and collaborative skills in students. The Didactic Sequence created enabled the integration of theory with practice, fostering advancements and improved outcomes in active teaching, teamwork, interdisciplinarity, autonomy, and the pursuit of new knowledge. These findings contribute to the comprehensive development of individuals, aligning with the diverse demands of society and the professional world.