Etnofísica e gastronomia do noroeste mineiro: possibilidades para uma prática pedagógica no Ensino Médio
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Data
2018-01
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Orientador
Quartieri, Marli Teresinha
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Resumo
A presente dissertação apresenta os resultados de uma pesquisa que buscou explorar, a partir de uma intervenção pedagógica nas aulas de Física, com alunos do 2º ano do Ensino Médio, aspectos referentes à Gastronomia do Noroeste Mineiro, tendo como aporte teórico o campo da Etnofísica. O problema de pesquisa esteve concentrado na questão: Quais as possíveis articulações entre a Física Escolar e a Gastronomia do Noroeste Mineiro que emergem a partir de uma prática pedagógica? Os objetivos deste trabalho foram: elaborar e desenvolver uma prática pedagógica na disciplina de Física, contemplando aspectos da cultura do Noroeste Mineiro, em particular os relacionados à gastronomia; relacionar os conhecimentos físicos presentes na gastronomia com os usualmente explorados na Física escolar; possibilitar novas formas de ensino e aprendizagem que valorizassem a cultura, o pensamento e o saber dos alunos. Para a fundamentação teórica, percorreu-se um caminho, partindo da análise de cenários históricos da educação brasileira, em que foram estudadas e discutidas questões vinculadas ao ensino da Física (ou de ciências da natureza). Em seguida, apresentou-se a Etnofísica, um campo de estudos que emerge das etnociências e, em síntese, demonstra os saberes utilizados no meio sociocultural e suas interações com os fenômenos físicos presentes no cotidiano. Dessa forma, o tema gastronomia tornou-se o elo entre a Física escolar e os conceitos físicos presentes no meio sociocultural dos sujeitos envolvidos. Durante a intervenção foram realizadas práticas que consistiram em saídas a campo, pesquisas históricas do desenvolvimento da cidade, entrevistas com familiares e um aluno, e escrita de minilivros. Ocorreram também aulas práticas em que as cozinhas transformaram-se em laboratórios socioculturais de Física. A pesquisa foi de cunho qualitativo e os dados foram coletados no decorrer de todas as atividades propostas, por meio do Diário de Campo do pesquisador; do caderno de registros dos alunos; de imagens das práticas com alunos e demais participantes; de áudios e vídeos (cujas falas foram transcritas posteriormente); depoimentos dos participantes (alunos e entrevistados) de modo formal e informal; pesquisas de satisfação com alunos e pais dos alunos e elaboração de minilivros. Após a análise dos dados, emergiram três unidades de análise: a) As “físicas” emergentes da gastronomia do Noroeste Mineiro; b) Alunos mediadores de conhecimentos: construindo relações com a sala de aula; e c) A criatividade, a interação e os envolvimentos: autonomia e “trocas educativas”. Os resultados apontam principalmente a emersão de saberes ligados ao que a Física escolar intitula de: termologia, dinâmica e hidrostática. Ficou evidenciado que os procedimentos físicos, desenvolvidos no cotidiano do grupo cultural do educando, podem ser usados na sala de aula para tornar a aprendizagem mais expressiva, pois podem proporcionar a socialização entre alunos, famílias e comunidade escolar e, também, o respeito mútuo entre saberes acadêmicos e saberes populares.
This thesis presents the outcomes of a research whose aim was exploring, through a pedagogical intervention in the lessons of Physics with second-year students in Secondary School, aspects regarding Northeastern Minas Gerais Culinary, theoretically supported by the field of Ethnophysics. The research problem posed was: what are the possible connections between school Physics and Northeastern Minas Gerais Culinary that may emerge from an educational practice? The purposes of this study were: designing and developing an educational practice in Physics that encompasses cultural aspects of Northeastern Minas Gerais, more specifically those related to its culinary; relating knowledge of physics present in culinary to those usually explored in school physics; and finally, enabling new teaching/learning ways that value culture and students’ knowledge and thinking. The theoretical foundation was based on the analysis of historical sceneries of Brazilian education, in which questions connected to the teaching of Physics (or Natural Sciences) were studied and discussed. Subsequently, the study approached Ethnophysics, a field of knowledge derived from the Ethnosciences which, briefly put, presents knowledge used in the socio-cultural environment and its interactions with the phenomena of physics in daily life. Thus, the theme “culinary” became the link between school Physics and the physics concepts present in the socio-cultural environment of the subjects involved. During the intervention, practices were carried out, consisting of field trips, historical research of the city development, interviews with family members and a student and the writing of mini books. Moreover, hands-on classes in which kitchens became socio-cultural laboratories of Physics took place. This research was qualitative and data were collected in the activities proposed, through the teacher/researcher’s field journal, students’ record notebook, images of the practices with students and other participants, audio recording and shootings (which were subsequently transcribed), informal and formal participants’ impressions (students and interviewees), satisfaction survey with students and their parents and designing of mini books. After data analysis, three units emerged: a) The “Physics” emerging from Northwestern Minas Gerais culinary; b) Students mediating knowledge: establishing relationships with the classroom; and c) Creativity, interaction and engagement: autonomy and educational “exchanges”. Outcomes pointed to the emerging knowledge connected to what school Physics calls: thermology, dynamics and hydrostatics. It became clear that the procedures of physics, performed in the daily life of the students’ cultural group, can be used inside the classroom to make learning more significant, once they enable sharing this among students, families and school community and promote mutual respect between academic and popular knowledge.
This thesis presents the outcomes of a research whose aim was exploring, through a pedagogical intervention in the lessons of Physics with second-year students in Secondary School, aspects regarding Northeastern Minas Gerais Culinary, theoretically supported by the field of Ethnophysics. The research problem posed was: what are the possible connections between school Physics and Northeastern Minas Gerais Culinary that may emerge from an educational practice? The purposes of this study were: designing and developing an educational practice in Physics that encompasses cultural aspects of Northeastern Minas Gerais, more specifically those related to its culinary; relating knowledge of physics present in culinary to those usually explored in school physics; and finally, enabling new teaching/learning ways that value culture and students’ knowledge and thinking. The theoretical foundation was based on the analysis of historical sceneries of Brazilian education, in which questions connected to the teaching of Physics (or Natural Sciences) were studied and discussed. Subsequently, the study approached Ethnophysics, a field of knowledge derived from the Ethnosciences which, briefly put, presents knowledge used in the socio-cultural environment and its interactions with the phenomena of physics in daily life. Thus, the theme “culinary” became the link between school Physics and the physics concepts present in the socio-cultural environment of the subjects involved. During the intervention, practices were carried out, consisting of field trips, historical research of the city development, interviews with family members and a student and the writing of mini books. Moreover, hands-on classes in which kitchens became socio-cultural laboratories of Physics took place. This research was qualitative and data were collected in the activities proposed, through the teacher/researcher’s field journal, students’ record notebook, images of the practices with students and other participants, audio recording and shootings (which were subsequently transcribed), informal and formal participants’ impressions (students and interviewees), satisfaction survey with students and their parents and designing of mini books. After data analysis, three units emerged: a) The “Physics” emerging from Northwestern Minas Gerais culinary; b) Students mediating knowledge: establishing relationships with the classroom; and c) Creativity, interaction and engagement: autonomy and educational “exchanges”. Outcomes pointed to the emerging knowledge connected to what school Physics calls: thermology, dynamics and hydrostatics. It became clear that the procedures of physics, performed in the daily life of the students’ cultural group, can be used inside the classroom to make learning more significant, once they enable sharing this among students, families and school community and promote mutual respect between academic and popular knowledge.
Descrição
Palavras-chave
Etnofísica; Meio sociocultural; Gastronomia mineira; Ensino Médio; Ensino de Física
Citação
SILVA, Júlio César Rodrigues Da. Etnofísica e gastronomia do noroeste mineiro: possibilidades para uma prática pedagógica no Ensino Médio. 2017. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 27 jul. 2017. Disponível em: http://hdl.handle.net/10737/1719.