Investigação da Aprendizagem por meio de uma Sequência Didática de Aulas Práticas de Instalações Hidrossanitárias com Base na Teoria Das Situações Didáticas

Abstract

This study aims to investigate students’ learning process in the hydro-sanitary course, which is part of the Building vocational program integrated to high school, offered by the Federal Institute of Education, Science and Technology of Mato Grosso do Sul (IFMS), Aquidauana Campus, through a sequence of hands-on classes, thus identifying challenges and potentials in the learning process. In order to do so, a didactic sequence (SD) was planned according to the philosophic principles of the Profession and Technological Education (EPT), based on the Theory of Didactical Situations (TSD) by Guy Brousseau, exploring adidactic situations in which students take part of the responsibility for their learning process and solve problems without a previous solution explained by the teacher. This applied research, qualitative and presenting descriptive analysis, uses as methodological procedures the concepts of Didactic Engineering, which was developed from studies concerning the French didactics. The sequence of hands-on classes, as an educational product delivered to the ProfEPT Master’s Program, was developed according to the TSD and tested under the Didactic Engineering principles. It can contribute to good teaching practices in the realm of the Professional and Technological Education, as well as promote reflections about educational practices which can be implemented in the technical courses that are part of the integrated program. After the SD application, it was possible to identify some challenges inherent in the pandemic context and the partially remote teaching compulsorily adopted to the actions. It was also possible to visualize potential in the learning process, regarding the ability of students to autonomously to solve the proposed problems and, still, the inseparable presence between theory and practice in the interaction with the activities designed by the teacher. The high potential for applicability and impact of the product generated through this research in the EPT context stands out, as well as the adapting possibility it to other contexts, considering the minimum compatibility between learning objectives to be observed.