O ar em foco: análise do discurso e do engajamento disciplinar produtivo utilizando o Arduino para avaliação da qualidade do ar em aulas de Química do ensino médio

Abstract

In this work we investigate which social languages and voices emerge during the debate of socioscientific issues in Chemistry classes in High School, and the relationship between the productive disciplinary engagement and the argumentative process of the students during the development of a didactic sequence based on the discussion and elaboration of proposals for the solution of a socioscientific issue, assisted by the use of Arduino for air quality characterization. To achieve this goal, we built an instrument based on Arduino capable of measuring the concentration of particulate materials PM10 and PM2.5 suspended in the air, relative humidity, and temperature. The proposal included the study of the limits of concentrations of pollutants in atmospheric air defined by Brazilian legislation, the measurement of these parameters in different locations inside and outside the school, and the analysis of air quality data from various cities in the world obtained through mobile phone applications. The sequence culminated in a classroom debate in which groups of students simulated belonging to different social sectors involved in the theme: environmentalists, public health professionals, car manufacturers, and public transport companies. The investigation involved the qualitative analysis of the speech and posture of students during episodes recorded in video throughout the didactic sequence, as well as written responses produced by students at different times during the proposal. The episodes were transcribed and analyzed based on the Bakhtinian theoretical framework, with attention to the emergence of voices and social languages and processes of discursive hybridization. In addition, the criteria of productive disciplinary engagement were considered as established by Engle and Conant (2002). The written activities were examined based on categories of analysis that allowed us to identify different levels of elaboration of the answers. This analysis, combined with the data of the speeches and written material produced by the students, allowed us to identify recurring patterns of correlation between the groups that presented greater productive disciplinary engagement and those that obtained better performance in the final debate. In particular, the automobile manufacturers and public health groups stood out both in oral interactions and written production. Our analyses identified the frequent presence of processes of hybridization of social languages school and everyday science in the speech groups with better performance in the debate, these groups presented robust evidence of appropriation of school scientific language, these groups also showed greater productive engagement in activities using technologies in the classroom. The use of Arduino in the classroom, in alignment with the socioscientific approach, contributed remarkably to fostering productive disciplinary engagement during didactic sequence activities.