Astronomia no Ensino Fundamental: Contribuições de uma Sequência Didática Sociointeracionista Pautada por Questionamentos

Abstract

The research involves the insertions of themes related to Astronomy based on the theoretical perspectives which prime for social relations and promote the construction of concepts inside a dialectical process in Middle School. The study stems from the question referring to which elements are favored in a social interactionist pedagogical practice, having as its goal to analyze the potentialities of teaching guided by the social interactionist perspective. Therefore, a didactic sequence was structured based on questionings to provide interaction, dialogue and the participation of the students. The appliance was held in the sixth year of Middle School (Brazilian grading), in a public school in the countryside of Rio Grande do Sul. The investigation used as its tool a logbook filled in by the researcher who was in the position of teacher of the group. The obtained data was analyzed in light of the process of social interaction, establishing as analyses’ categories: student-student interaction, student-teacher interaction and student-material interaction. The results point out, in the first category, that the students were able to fully interact with their pairs, making a interlocution and dialogue directed to the exchange of knowledge construction possible; in the second category, it was pointed that the students had the opportunity and freedom to interact with the teacher/researcher in a way to make questions and infer that improved their learning; and in the third category it was proved the importance of the usage of didactic materials that embrace the reality of each group, bringing elements that make possible to redeem their spontaneous knowledge and contextualized with their culture. The conclusion of the study points to the fact that the interaction processes favor the cognition-affect dimension, expanding the possibilities of learning.