Ensino de Química via Atividade Experimental Problematizada (AEP): análise narrativa de uma pesquisa-intervenção

Abstract

Teaching methods are strongly linked to the presentation of concepts and, often, do not allow students to dialogue with each other about the themes addressed in the classroom, characterizing them as passive agents, who receive ready and definitive content from their teachers. In the area of Science, particularly in Chemistry, there is a perceptible difficulty in bringing together knowledge from the classroom and everyday life, and fostering meaningful learning. Aware of this scenario, this work had as its research center the use of the Problematized Experimental Activity (PEA) for the development of a learning guided by the promotion of dialogue. The target audience were first-year High School students at a school in Caçapava do Sul/RS, considering the content of Inorganic Functions. The instruments for generating and analyzing information were the audio capture of the seminar proposed after the activities, followed by the transcription of the recording of the speeches, which were analyzed using the Discursive Textual Analysis (DTA) methodology. The emerging debate was enriching and showed that students and teachers had difficulties in understanding the methodology, in view of its aspects of innovation and creation. However, it sharpened curiosity and showed the preference of students and teachers in the use of experimentation via PEA in Chemistry teaching. Therefore, we consolidated an intervention proposal capable of favoring significant learning and shedding light on other didactic-pedagogical understandings and possibilities.