Panorama reflexivo da contextualização da química no ensino médio: nas escolas estaduais e particulares de Santa Maria/RS

• Ano de defesa: 2014
• Autor(a) principal: Favila, Miguel Antonio Correa
• Orientador(a): Adaime, Martha Bohrer
• Banca de defesa: Araújo, Maria Cristina Pansera de , Soares, Félix Alexandre Antunes , Carpilovsky, Cristiane Kohler , Peres, Paulo Edelvar Corrêa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde
• Departamento: Educação em Ciências
• País: BR
• Palavras-chave em Português: Contextualização; Ensino de química; Escolas estaduais e particulares
• Palavras-chave em Inglês: Contextualization; Chemical teaching; Public and private schools
• Área do conhecimento CNPq: CNPQ::OUTROS::CIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/3539

The aim of this study was to get the actual contextualization perspective of the chemistry from public and private high school in Santa Maria/RS. This work shows trait of quantitative and qualitative research and started with choice of the articles from national and international journals according to the theme contextualization and chemistry teaching. It was found that 68% of the articles were part of the criteria of critical perspective of society in the student education and citizen according to the Science, Technology, Society and Environment (STSE). Besides, 52% of the studies reported pedagogical intervention in context with STSE focus, assessing previous knowledge and after the educational intervention. This study analyzed one sample of the 455 students and 18 teachers, from 13 state public schools (students, n =350; teachers, n =13) and 5 private schools (students, n =105; teachers, n =5). Therefore, when surveyed teachers indicate that contextualization was absence in class due a little knowledge, motivation and little time to plan educational activities by the teacher. However, for 55 % of students from public schools and 41% of private it is possible to connect the contents of chemistry with everyday things. Thus, the majority of the students of public and private schools manifest interest in chemical content, and yet can be seen that the question of greatest interest by the boys was on the operation of engines, and by the girls about the lotions and creams beauty. Next, it has been developed an educational workshop named "Measures of daily and chemistry: what is the connection?" considering the pedagogical moments: first question, theory development and practice in the STSE focus, in the selected public school. Thus, the teaching of chemistry in the context of live can turn more seen, if there were incentives that provide motivation to teachers with training courses for teachers that include the contextualization of chemistry as main topic.