O papel das interações sociais e atividades no processo de ensino-aprendizagem em aulas de química

Abstract

This study aimed to analyze the role of social interactions and activities in the teaching-learning process in chemistry classes. Therefore, we investigate: how to represent the student-student interactions in classrooms and how such interactions are influenced by the formation of working groups more or less efficient, identifying characteristics in the groups that may have influence on activities and in the construction and reconstruction of concepts of chemistry. Besides this, we verify different results between activities performed collectively in the construction of meanings for concepts in Chemistry. In this sense, we take into account sociocultural perspective presented by Vygotsky and Leontiev, and its implications and approaches in the various processes of construction of concepts and cognitive development. Also, we have highlighted theoretical contributions on the formation of working groups and their influence on the acquisition of mediated knowledge, starting from a brief discussion on the concept of activity. Placements are made on the conceptions of students, research subjects, about the relationship between the activities they performed, the interactions in the working groups and the learning process for chemistry concepts. The work was carried out from the observation and analysis of discursive dynamical when teachers and students are engaged in the classroom, at Public School Professor Ernesto Silva, on Olinda, PE, Brazil. We observed twelve students aged between fifteen and seventeen years, whose participated in different types of activity in the classroom, among which: reading text, practical work and an educational game. These activities were carried out collectively, recorded and analyzed considering as relevant to the discussion and interaction among students throughout the research and the relationship between these interactions and the proposed activities, considering possibilities of conceptual learning from each other. The results pointed to the importance of the interactions to make sense for scientific concepts, suggesting a reflection on the role of activity within a collective, cooperative and interactionist teaching-learning process.