As relações pedagógicas em aulas de química orgânica no ensino superior

Abstract

The fragmentation of knowledge is a reality in the curricula of undergraduate courses. In this work, we analyzed the use of pedagogical link-making in Higher Education. For this, we selected six Organic Chemistry’s professors who teach for several undergraduate courses, three of which have a proportionally higher number of approved students when compared to the other three. We filmed and analyzed a classes with the objective of identifying the relationships they make to promote continuity and to support knowledge building in the classroom. By the type of continuity relationship analyzed, we can see that teachers have a limited knowledge about the curriculum. Moreover, in the courses of teachers who make more pedagogical link-making, students are more successful, which leads us to argue that such relationships help in understanding the "scientific story."