A Modelagem Matemática no Ensino de Química e Biologia : Desafios e Estratégias na integração entre professores

Abstract

This research examines the difficulties and possibilities of articulating Mathematics, Biology, and Chemistry through Mathematical Modeling in high school. The investigative path, of a hybrid nature, combined the application of questionnaires to 39 public school teachers with the systematic monitoring of an integrated didactic experience on "Nutrition and Health," recorded in a field diary. The results indicate that, although most educators recognize the advantages of the joint approach, its materialization encounters intertwined obstacles: the absence of institutionalized moments for shared planning; the rigidity of curricula pressured by fragmented assessments; initial training limited to the exclusive domain of a single area; a school culture historically based on solitary work; and a scarcity of appropriate material support. The research observes that few Chemistry, Biology, and Mathematics teachers utilize collaborative partnerships to carry out and execute planning. Nevertheless, the experience and application of a field diary demonstrated the transformative power of Modeling when elementary conditions for cooperation are ensured: the choice of a cross-cutting theme as a guiding axis generated high engagement from both teachers and students. The combination of data reveals that the main barrier does not lie in the weakness of the proposal, but in the intertwining of structural, symbolic, and formative factors that reinforce each other. Breaking this cycle requires multidimensional interventions: curricular review in undergraduate programs with the mandatory incorporation of interdisciplinary experiences; reorganization of school routines to ensure time for integrated and collaborative work; offering professional development in Mathematical Modeling applied to the Sciences; and the development of collections of validated didactic sequences. It is concluded that integration through Mathematical Modeling constitutes a pedagogically consistent path, aligned with the contemporary demands of meaningful learning, whose feasibility requires a systemic effort capable of converting the interdisciplinarity of an isolated act into an institutionalized routine