INTRINSIC RELATIONS AMONG CHEMISTRY, PHYSICS AND MATHEMATICS IN THE BRAZILIAN HIGH SCHOOL: A THEORETICAL-METHODOLOGICAL APPROACH

This paper reports an investigation into the dialogical relation among significant learning experiences of Chemistry, Physics and Mathematics contents in an interdisciplinary context. It aimed at answering the following questions that are relevant to the field of Exact Sciences: why do students show little interest in these courses?; where is the problem?; did Chemistry and Physics abandon Mathematics when they started to focus more on qualitative and theoretical concepts than on quantitative ones?; and how can the three courses work together to make both teaching and learning processes easier?. This study presented an actual overview of the Brazilian High School by highlighting strengths and weaknesses from the perspective of Chemistry, Physics and Mathematics teaching. The Brazilian educational scenario showed again that the three courses are the ones that students enjoy the least. The research methodology had a qualitative focus since it had an interpretative and descriptive nature. Answers given to the questions may be found in the text intertwined with some worrisome reflections, which also include the triad teacher-student-educational system. Results showed that further studies are needed to find out the reasons for multiple difficulties found in the intrinsic relations among Chemistry, Physics and Mathematics. It is disappointing to know that no satisfactory practical solution has been proposed so far. Everything has been kept in the educational ideal described by research articles, chapters and motivational quotes.