FICÇÃO COMBUS: PERSONIFICANDO COMBUSTÍVEIS ATRAVÉS DO CONTEÚDO REAÇÃO DE COMBUSTÃO

Abstract

The expansion of methodologies and pedagogical strategies highlights the importance of an in-depth study of cognitive development processes, as well as the educational actions that permeate educational learning environments. Among the teaching concepts and active methodologies that contribute to the construction of knowledge in the teaching of natural sciences, we can mention the playful practices and contextualization that enhance autonomy, creativity and critical thinking about the scientific concepts worked (SILVA, 2015; BENEDETTI FILHO; CAVAGIS; CARVALHO, 2020). With this, the action of drawing based on playfulness can provide the transposition of the knowledge assimilated by the students, also acting as a form of expression of feelings and meanings (TELLES; SILVA, 2012). Therefore, the present work aims to analyze the artistic and scientific representations produced by students about the content of combustion reaction. The project was applied in a 4th year class (morning) of the integrated technical high school in Informatics of the IFRN - Pau dos Ferros campus. For the execution of the work, 3 steps were elaborated, sequenced in: i. presentation of the activity plan and flipped classroom; ii. development; and iii. socialization and evaluation of fictional characters. In view of the results obtained, the constructive role of playful, contextualized and drawing practices in the learning process and conceptual elaboration of the students was observed, as there was the construction of illustrations and fictional characters with the intrinsic characteristics of the renewable and non-renewable fuels studied. . Thus, the applied Didactic Sequence (DS) becomes a viable didactic-pedagogical alternative for the teaching of natural sciences as for other areas of knowledge, since it facilitates the understanding and transposition of thoughts and meanings provided by learning in science.