O ensino de química por meio de metodologias ativas no contexto dos polímeros e agrotóxicos

Abstract

With each planning elaboration, the search for teaching strategies that involve students is a constant challenge for us teachers. The information age has revolutionized the way relationships are established, as well as the way and speed with which information spreads. The impacts of these changes, therefore, reached the classrooms. The need to involve the student in the process of building knowledge has become increasingly urgent in the face of the demands expressed in the school environment. In light of this, this research seeks to answer the following questions: can the use of active methodologies for teaching chemistry in public high school enable greater student involvement in the teaching-learning process? Can the workshop contribute to this process as a means of systematizing and disseminating knowledge? To this end, a study was done on active learning, active methodologies, contextualization in the teaching of chemistry and the role of the teacher in this context. A set of activities was also elaborated, developed and analyzed, called educational resource, using active methodologies in the teaching of chemistry, applied in the context of Pesticides and Polymers, which included the workshop as an activity of systematization and dissemination of knowledge. A state school located in the city of Belo Horizonte was chosen to develop this material. This educational resource consists of 11 activities that address teaching strategies such as an inverted classroom, project-based learning and hybrid teaching. The data obtained during the development of the activities were constructed through the filming of the classes, the collection of the students' productions, the responses to the final evaluation questionnaire and subsequently analyzed. The results presented in the reflection made point to the effects of using active methodologies in teaching chemistry and analyzing aspects of active learning in the classroom as the protagonist role of the student, his direct involvement, his participation and his reflective role in activities, as well as meaningful learning and teacher interference. Among the results obtained, we highlight the greater involvement of students in the simulated jury, in the workshop, as well as in the practical activity of assembling the models, which have in common the proposal of challenges for students. About the use of the traditional methodology and the active methodology in the activities, the students were questioned and chose and justified their preference for the active methodology.