Estratégia de resolução de situações-problema ancorada na teoria dos campos conceituais

Abstract

The pandemic caused by COVID-19 led to the suspension of in-person classes, forcing those involved in the teaching and learning process to seek,as a matter of urgency, strategies that would enable the continuity of school activities. However, communication between teacher and student was relatively impaireddue to technological limitations or lack of affinity with virtual meetings. Therefore, the present work, elaborated from a qualitative approach, in the molds of the bibliographical research and anchored in the Theory of Conceptual Fields -TCF, aimed to propose a strategy of resolution of situations in the conceptual field of optimization that favors the communication between the actors in the teaching and learning process, enabling the reflection of those involved and the (re)direction of the teacher's pedagogical planning. We conclude that the strategy of solving hypotheses of the conceptual field of optimization through subtasks, in light of the TCC, is a resource that can contribute to better communication between students and teachers, especially in virtual meetings. Furthermore, we consider that the strategy discussed in this article is not exclusive to the conceptual field approach and can be tested in other conceptual fields and other areas of knowledge, as in times like these, no science-based resource should be discarded.