O planejamento do trabalho pedagógico na perspectiva da prática experimental em química: vislumbrando caminhos e possibilidades na modalidade EJA

• Ano de defesa: 2024
• Autor(a) principal: SILVA, Antonio José Miranda
• Orientador(a): MARQUES, Clara Virginia Vieira Carvalho Oliveira
• Banca de defesa: MARQUES, Clara Virginia Vieira Carvalho Oliveira , VALLE, Mariana Guelero do , FERREIRA, Jerino Queiroz , SANTOS, Maria José Albuquerque , GUERINI, Silvete Coradi
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO II/CCSO
• País: Brasil
• Palavras-chave em Português: planejamento didático; contextualização; experimentação; Química; EJA;
• Palavras-chave em Inglês: didactic planning; contextualization; experimentation; Chemistry; EJA.
• Área do conhecimento CNPq: Educação de Adultos
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5519

Experimentation in Science teaching presents itself as another methodological possibility to strengthen the constructing real problems that enable contextualization and investigative questioning. The purpose of this research was to identify and analyze the experimental practices contained in the contextualized lesson plans of Chemistry teachers to the “EJA” teaching Modality (Education for Youth and Adults), aiming to contribute to the quality of Public High School teaching network in São Luís-MA. The main bibliographical references used were Haddad and Di Pierro (2000), Menegolla and Sant'Anna (2014), Libâneo (2017), Vasconcellos (2015), Chizzoti (2014), Giordan (1999), Chassot (2018), among others. The adopted research procedure method is the Case Study. The research collaborators were teachers who teach Chemistry and work in the first stage of the “EJA”. The data collection instruments were based on semi-structured interviews and analysis of the annual teaching plan. The data was analyzed and interpreted through exploratory and descriptive analysis of the annual teaching plans and analysis of the interviews with the teachers, using content analysis (Bardin, 2011). Regarding the research data, section I, which dealt with the teachers' educational profile, showed a predominance of males (seven) to the detriment of females (two); another characteristic is that the minority of teachers (three of them) have a degree in Chemistry. Section II dealt with how Chemistry practices are planned and identified that the experimental activities do not achieve aspects of problem solving activities. Section III, which dealt with the conceptions of EJA Chemistry teachers concerning planning, contextualization, and experimentation, found that the majority, equivalent to seven people, consider the profile of the students to be important in their planning. The catalog of contextualized experimental practice "The regional context inserted in experimental practices in chemistry in the first stage of EJA" with an emphasis on investigative experimentation, was produced to be collaborative with the teacher's teaching practice.