Práticas escolares usuais e a importância da experimentação no ensino de química no Brasil

Abstract

The work followed the line of research methodologies and educational resources for Science Teaching, seeking to identify the different school practices in Chemistry Teaching and the importance of Experimentation in this context. The works developed in this period aimed to contribute to the improvement of the practice in the Teaching of Chemistry, in addition to giving Brazilian educators an opportunity to look at Chemical Experimentation in High School in Brazil. The development of the research carried out was based initially on theoretical and practical knowledge about Science Teaching, through the completion of the disciplines of the master's program. The research was carried out through the development of several bibliographic studies, such as: analysis of different school practices in Chemistry Teaching; analysis of soap production for the benefit of the environment, in the light of Piaget's theory, at a State School of Minas Gerais; realization of a systematic mapping of the literature about the Chemical Experiments and bibliographic verification of the Didactic Sequences directed to the Teaching of Chemistry in the High School. As a result of these researches, a Didactic Sequence (SD) was developed, applied and evaluated in order to improve the teaching and learning processes in the application of chemical experiments, observing the consequences of the interventions and aiming at the validation of the model. SD was applied at a high school in the municipality of Vazante-MG. SD followed Zabala's concept of SD (1998) and the Three Pedagogical Moments (TMP) suggested by Delizoicov, Angotti and Pernambuco (2018). The elaboration, application and evaluation of an SD, using a generator theme and trying to show how much Chemical Experimentation is relevant in the learning of Chemistry contents in High School, came with the intention of making Chemistry Teaching more pleasant, interesting, generator of learning, aligning theory to practice and going beyond motivational aspects, reaching conceptual, attitudinal and procedural aspects (FERREIRA et al., 2018). According to Freire (1987), research on a generative theme when done consciously, allows students to think critically. Through the analysis of the results, it was understood that an SD, using a generative theme through a contextualized, interdisciplinary approach and making use of investigative and problematic chemical experimentation, can really facilitate the work of the Teacher in the classroom, providing students students to the learning of scientific concepts. During the development of SD, a virtual room was used, using the Google Classroom platform, which proved to be an excellent tool, as it favors the opportunity for student-student, student-teacher and teacher-teacher dialogue. In addition to contributing to material posts and distribution of activities. An SD was prepared as an Educational Product of the Stricto Sensu Graduate Program, Professional Master's Degree in Science Teaching (PPEC), at the State University of Goiás-UEG, Central Campus - SEDE: Anápolis / GO - CET.