THE DEVELOPMENT OF SENSORY AND IMMERSIVE CLASSES BASED ON MULTIDISCIPLINARY THEORETICAL FRAMEWORKS, ACTIVE EXPERIMENTATION AND THE TEACHER AS AN AGENT OF INTERCONNECTION

Abstract

The article addresses the application of an immersive and sensory methodology in science teaching in high school, with the aim of promoting students' interest and attention through practical and meaningful experiences. The proposal seeks to break with the traditional teaching model, still widely present in schools, and values the connection of scientific content with the daily lives of students. The methodology is structured in stages that include welcoming, contextualization through stories (storytelling), sensory experiments, critical discussion and continuity activities. The use of technological equipment is avoided to keep the focus on the "making of being" and on direct interaction with natural phenomena. At the end of the classes, students receive "totems" — symbolic objects built from the contents worked on — to reinforce learning.

The results showed that the students showed great interest in classes with an experimental and sensory character, especially in the early grades of high school. The survey revealed, however, a drop in interest in science in the third year, coinciding with a reduction in the supply of experimental classes and an increase in external responsibilities, such as work. The proposed pedagogical practice proved to be effective in promoting an environment of mindfulness and engagement, contributing to the humanization of science teaching. The conclusion reinforces the importance of methodologies that integrate reason, sensitivity and action, recognizing education as an essential tool for the personal and social development of students.