A música como instrumento lúdico na aprendizagem das interações intermoleculares dos compostos orgânicos

• Ano de defesa: 2020
• Autor(a) principal: Santos, Isaías Francisco dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte; Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM QUÍMICA - REDE NACIONAL
• Palavras-chave em Português: Música; Paródia; Ludicidade; Interações intermoleculares; Compostos orgânicos; Ensino de Química
• Link de acesso: https://repositorio.ufrn.br/handle/123456789/31437

The use of music has been increasingly widespread as an alternative teaching and learning strategy. In this context, this research work has used the production of parodied musics, as a playful activity, for the teaching content intermolecular interactions of organic compounds, in line with some conceptions educational of Vygotsky, Saviani and Libâneo, and mainly in ideas of Paulo Freire pedagogy. According to Junqueira and Maximiano (2020) and Miranda, Braibante and Pazinato (2017), students of basic education present difficulties in associating scientific concepts with the phenomena observed in daily life, to understand the connection between the microscopic and macroscopic levels of intermolecular interactions and the physical-chemical properties of substances resulting from these. Therefore, a sequence of activities was developed in order seeking to contribute to the learning of this content to 41 students in a 3rd grade class of high school, belonging to a State Public School, located in the city of Russas/CE. To this end, a qualitative methodological approach was carried out using the action research method. The elaboration of the parodies by the students occurred after the identification of the affinities with the concepts coming from the intermolecular interactions, under the orientation of the Professor/researcher. Questionnaires were used to obtain data, in addition to the use of Textual Discursive Analysis (ATD) for the analysis of data referring to the letters of parodies. The results obtained indicated that the production and socialization of musical parodies favored the teaching and learning process, since they motivated students to engage in the construction of scientific knowledge. The academic product of this work resulted in a Proposal for Teaching Chemistry and videos of musical parodies, so that teachers can use them in a viable way to build knowledge.