Alimentos e TikTok: uma proposta de aprendizagem significativa e interdisciplinar para o ensino de ciências da natureza e matemática

Abstract

There are many reports of students who have difficulties in Mathematics and Natural Sciences not only with the curricular contents, but also with the connection between the subjects and their applicability in daily life. Thus, this dissertation presents a research project focused on the teaching of Food to first year high school students. Such research involves interdisciplinary and investigative methodologies to encourage a more attractive and meaningful Mathematics and Natural Sciences teaching. The research was carried out in two schools located in the city of Nilópolis, in the state of Rio de Janeiro, one of them being a private school and the other a public school, in 1st year high school classes, during the extra shift and with the voluntary participation of the students. The research methodology was qualitative, with a methodological focus on action research. The objective of this work was to explore the effectiveness of methodologies, such as Ethnomathematics and Mathematical Modeling, as interdisciplinary pedagogical practices to bring together phenomena present in everyday life, in the food context, with knowledge of Mathematics and Natural Sciences. This dissertation presents the application and analysis of a didactic sequence of Nature Science with Mathematics to work on the theme Food and TikTok and, based on these analyses, the elaboration of an educational product composed of didactic sequences that aim to provide teachers with reflections and teaching strategies that facilitate interdisciplinarity between Nature Science and Mathematics. The way this research was developed, through the rescue of subsumptions and daily experiences of the students in the food context, the collective construction of new concepts, the realization of the experiment, as well as the participation of the researcher as a mediator and the students as active subjects of this interdisciplinary process, enabled a link between the concepts that already existed for the students and the new concepts acquired. This allowed the participating students to become aware of the adoption of healthy eating habits for the balance of physical health, and also helped to connect mathematical and natural science concepts in an autonomous and meaningful way.