TEACHING SEQUENCE OF SCIENCES IN PROFESSIONAL EDUCATION IN THE CONTEXT OF PEDAGOGICAL LEARNING MOMENTS
This study sought to investigate the subsidies present in learning when teaching specific topics in Physics to and with students in Vocational Education during the knowledge acquisition process based on an evaluative model of teaching by competences proposed by SENAI. The learning moments suggested by Delizoicov were used as a theoretical basis for the didactic sequence. The methodology adopted consists of a qualitative research approach, based on a case study covering 30 students from Vocational Education in a municipal school in São Paulo, during classes in the discipline of Applied Sciences. Data collection took place through a questionnaire with open questions. The data are being analyzed through an analysis form of the terms acquired, seeking to identify in each one the model that best describes it.