UMA REVISÃO BIBLIOGRÁFICA SOBRE DO USO DA APRENDIZAGEM BASEADA EM PROJETOS EM QUÍMICA NO ENSINO MÉDIO

• Ano de defesa: 2023
• Autor(a) principal: Isac Jimenes
• Orientador(a): Ivo Leite Filho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Ensino Médio; Metodologias Ativas; Química.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/6669

Active methodologies have been widely suggested as strategies for improving the quality of basic education, since school is an environment conducive to the development of autonomous subjects who have the ability to solve the problems we are constantly faced with. However, it has been observed that in many schools the model that still persists is the expository methodology, concerned only with the transmission of content and centered on the teacher. Faced with the proposals of the new National Common Curriculum Base (BNCC), which comprises a set of guidelines aimed at guiding pedagogical teams in the construction of curricula in Basic Education in a more integrative way, and this being a constant theme in meetings between teachers and school managers, there is a need to seek to implement these new methodologies, which in practice impose many challenges for their implementation. Although the BNCC does not prescribe a specific teaching methodology, it does provide some general guidelines on how learning can be developed. One methodology that can be used to develop the learning indicated by the BNCC is Project-Based Learning (PBL). This methodology consists of proposing a challenging project to students, which requires the application of knowledge and skills in a real context. By using PBL in their teaching practice, teachers can adapt the methodology to meet the needs and characteristics of the students, taking into account their experiences, interests and potential. This research study analyzed five master's dissertations that were previously selected from the Capes Repository of Theses and Dissertations, based on the keywords: Project-Based Learning, Secondary Education and Chemistry. This research is classified predominantly as bibliographical and qualitative in nature, with the aim of analyzing the main results obtained from the use of the active PBL methodology in the school context in Chemistry Teaching. The development of this research enabled the preparation of an educational product in the form of an instructional manual addressing the theme "The History of Spectroscopy in the Discovery of the Chemical Elements" with guiding guidelines, following the approach of the active methodology PBL, being aimed mainly at chemistry teachers who work in high school.