O uso de júri simulado para abordagem de agroquímicos junto à alunos da etapa final do ensino fundamental de uma escola de campo

Abstract

Currently, traditional teaching is still predominant in schools, based on lectures that do not challenge students. In order to change this context, we highlight the use of different didactic modalities in the teaching and learning process, such as the simulated jury, which allows for the defense of ideas, argumentative power, judgment, decision making, among others. Therefore, the present work had the objective of evaluating the feasibility of using the simulated jury to work on controversial topics such as the use of agrochemicals. The research was caracterized as qualitative, using Content Analysis as a methodological procedure for data analysis. The data were constructed through questionnaires and videography simulated jury. Total of 14 students from a public school in the municipality of Missal / Paraná participated in the study. The students' comments during the simulated jury were categorized in Relation with the daily, theoretical Basis and Relation with the contents and disciplines studied, being verified that the majority of the arguments used by the students, during the simulated jurí, was of the type Theoretical Basement (42.5%). The final questionnaire, prepared for the evaluation of the simulated jury, showed that most of the participants evaluated as "very good" (42.8%) or "good" (42.8%), with grades ranged from 8 , 0 and 10.0. it was generally found that the simulated jury helped to understand the agrochemicals theme, enabling cooperative work among students, hypothesis analysis, critical-sense analysis, creativity and decision-making.