Transdisciplinaridade: abordagens significativas no ensino sobre sexualidade, gravidez na adolescência e infecções sexualmente transmissíveis no ensino médio

Abstract

The distribution of the contents of the sciences divided by themes often produces a fragmentation of knowledge, which distances the subject from the object of knowledge. The desire to integrate the disciplinary content of secondary education promoted this work, which aims to make use of transdisciplinarity as an instrument for facilitating the teaching-learning process, addressing a cross-cutting theme that is sexuality, teenage pregnancy and relationships with sexually transmitted infections communicable diseases. In addition to favoring the interconnection of knowledge, we also intend to promote the protagonism of the students. The work was carried out with first year high school classes of a public school in Belo Horizonte / MG, involving educators from several areas of knowledge (Arts, Biology, Physical Education, Philosophy, Geography, History, Mathematics, Portuguese, Sociology). aiming to reach the skills and abilities proposed by Common National Curriculum Base (BNCC). As there is no general rule for transdisciplinary approach, a course started with the reading and analysis of biology textbooks, approved by the national textbook program (PNLD) 2018, observing the contributions to the classes and the aspects that favor transversality and transdisciplinarity, besides the possible outdated content. Were even more meaningful and contextualized classes of each area of the knowledge involved in the project were given, followed in due course by "transdisciplinary big classes" (classes with longer duration), and at the end presentations of transdisciplinary actions proposed by the students, making use of of dialogue and the exchange of knowledge. During lectures and "big classes", clues were given, themes were pointed out as relevant, according to the curiosities and questions raised by the students, added to the subjects recorded as out of date or absent in textbooks. In this way, it was tried to foment the curiosity of the students, instigating and stimulating the search for information to reach answers. The students actively participated in the process, proposing transdisciplinary actions or products, such as research questionnaires applied to teachers and students via online, exploring the use of Communication and Information Technology (ICT), text and audio production with testimonials, poems, dramatizations, artistic manifestations related to sexuality linked to music, dance, plastic and scenic arts; in addition to discussion tables and oral presentations (with slides), deepening relevant themes that had been discussed, among other nuances that could be worked in a transdisciplinary way. These actions were evaluated by the set of teachers involved and launched in a blog and virtual room called "updates jk" (https://atualizajk.wixsite.com/atualizajk and https://classroom.google.com / and / MzEwMDQ3NjY2ODla), both created by the students, bringing updates of contents not contemplated by text books, registration and dissemination of topics considered relevant, which were worked and produced by the students. The analysis of dialogues on transdisciplinarity in the view of teachers and students was made according to Bardin (2009). Finally, a didactic sequence was produced, pointing out the challenges and benefits in the constitution of this network of transdisciplinary interactions. In short, with this work, we perceive that, despite the inherent difficulties of any innovation, transdisciplinarity is viable, and through the discussion and analysis of content from different perspectives, it provides a real possibility of integrating content and bringing the subject closer to the object of knowledge.