Banca de DEFESA: ALEXANDRO PEREIRA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALEXANDRO PEREIRA DA SILVA
DATE: 08/10/2025
TIME: 09:00
LOCAL: Prédio de Química - Sala 50
TITLE:

PROPOSAL FOR A PSYCHOSOCIAL PEDAGOGICAL IMMERSION CLASSROOM MODEL This study,

KEY WORDS:

 Pedagogical Immersion; Chemistry Teaching; Sensory Learning; Active Methodologies; Teacher Training.

PAGES: 155
BIG AREA: Ciências Exatas e da Terra
AREA: Química
SUMMARY:

This study was inspired by two decades of experience in industrial chemistry and in the undergraduate program of public elementary education, investigates disengagement and dropout in high school as a problem of disconnection between academic knowledge and lived experience. This study is based on the premise that meaningful learning also emerges from pedagogical practices that engage students holistically—cognitively, emotionally, and sensorially. To address this challenge, the central objective of this study was to theoretically support, develop, and evaluate a teaching-learning methodology called the Psychosocial Pedagogical Immersion (PSI) classroom model. The theoretical framework articulates the foundations of autonomy in Kant, Piaget, and Freire with the mechanisms of immersion described by neuroscience and cognitive psychology, such as Flow Theory, Narrative Transport, and Embodied Cognition. In practical implementation, classes were developed that comprised the initial themes of the first year of high school, specifically the following content: Matter and Energy; Physical States of Matter and their Transformations; Properties of Matter; Simple and Compound Substances; Mixtures, Phases, and the Concepts of Homogeneity and Heterogeneity. The classes consisted of predominantly sensory experiments that were actively conducted and designed to promote interaction among students. The teacher acted throughout the process from various perspectives, beginning as a narrator/provocateur, moving on to a facilitator/mediator, and concluding as a systematizer/consultant. Data collection was conducted through questionnaires that sought to summarize information about the study group's characteristics, such as their acceptance of school, free time and interest in studying, and whether they accumulated work activities. The aim was to assess whether difficulties at school were associated with the school itself or with difficulties inherent to the group of students. The second part of the questionnaire assessed the proposal’s acceptance, interest, and potential novelty. This allowed participants to share their perceptions of how much this method could or could not impact the teaching process. The results indicated a very positive reception of the method by the participants and, most importantly, a significant shift in their perception of everyday topics, suggesting that the immersive experience can catalyze a process of awareness. The creation of objects that reflect the lesson content was part of the lesson development and implementation. These objects were called Mnemonic Anchoring Artifacts (MAA), and at the end of the class, students received the objects as a summary and reminder of the lesson. It was concluded that the IPP class model, by orchestrating narratives, sensory experimentation, and collaborative work, proved to be a viable and effective way to re-enchant the classroom, promoting not only content learning but also autonomy and critical analysis, and connecting with the world.

COMMITTEE MEMBERS:
Interno - 2624418 - CLAUDIO EDUARDO RODRIGUES DOS SANTOS
Presidente - 1555317 - EMERSON GUEDES PONTES
Externa à Instituição - GRISSET TOMASA FAGET ONDAR
Externo à Instituição - OTÁVIO VERSIANE CABRAL
Interno - 1714151 - ROBERTO BARBOSA DE CASTILHO