Contextualização do ensino de Química orgânica a partir de temas geradores: proposta para inserção na formação inicial de professores de Química

• Ano de defesa: 2022
• Autor(a) principal: Félix, Maria Elisabeth de Oliveira
• Orientador(a): Dantas Filho, Francisco Ferreira
• Banca de defesa: Salgado, Tânia Denise Miskinis , Almeida, José Joelson Pimentel de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Ensino de química; Metodologia de ensino; Formação de professores
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4493

Today's technological advances reach the various fields of society, therefore, education is directly impacted by the changes that have occurred, so it is important to constantly update teachers in terms of methodology, teaching resources and training that promote autonomy and take the teacher to create classes with a broad look at society, not just the theoretical field. In chemistry, difficulties with methodologies are still an aggravating factor for the low popularity of the discipline, understanding calculations, formulas, theories that are often applied to an "invisible" world is not attractive to students, therefore, the teacher needs to seek knowledge and resources that can assist in the elaboration of a class designed in a dialogical, critical way and capable of turning the student into a reflective and ethical being. Aiming at this concern, this research addresses the need for a new way of thinking about the teaching and learning process of Organic Chemistry contents for basic education, taking the Freirean perspective with the design of Generating Themes for the Licensing of the 6th period of the Licentiate Course in Chemistry, from a public university in the city of Campina Grande-PB, with the objective of providing autonomy and instigating innovative ideas for Organic Chemistry classes in High School. The research is based on educational contributions from theorists such as Lev Vigotski, Freire, Bacich. Moran, André and Ludke, and, constructed as a field research, with a qualitative approach, with excerpts of analytical categorization in Bardin. As qualitative research and action research, two questionnaires, participant observation and a didactic sequence with contents related to Organic Chemistry are used as data collection instruments. The didactic sequence is based on the concepts of Antoni Zabala, divided into nine moments, in which students knew about Paulo Freire's proposal, the contents to be taught during the Organic Chemistry course and innovative methodologies that can be applied during their classes. Thus, we developed didactic sequences that provided the autonomy of the students, who were able to share their ideas and hear opinions to improve them. The research demonstrates that there is a deficit in the initial formation of Chemistry teachers, however, the inclusion of Generating Themes as a pedagogical resource in planning brought positive contributions to teachers in initial formation. Educational institutions, academic or regular, must include in the initial and continuing training of education professionals by prioritizing educational proposals involving sociocultural themes. However, we emphasize that the use of generating themes from a CTSA perspective is not the salvation for education, but can be an effective resource in the learning process, facilitating planning and energizing the classroom, in the teaching process.