Constru??o de uma proposta para o ensino de qu?mica pautada na problematiza??o e na reflex?o sobre o papel da experimenta??o

• Autor(a) principal: Z?o, Julia Maria Rezende
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4489
• topic: ensino de ci?ncias; sequ?ncia did?tica problematizadora; atividades investigativas; Science teaching; problematizing didactic sequence; research activities; Educa??o

This work presents a proposal for the teaching of Chemistry from the problematization of the reality of the students of a school located in the municipality of Japeri, in the state of Rio de Janeiro. From this problematic, science contents are worked on, emphasizing the concepts of combustion reaction, and experimental activities of an investigative nature are developed. In order to sustain the discussion, a brief history of the Teaching of Sciences was carried out, giving special emphasis to the post-republic period when the secondary education in the country began to be organized, addressing some studies that deal with the importance / scientific disciplines, both in terms of curricular hours and teaching methodologies, which is expressed in Chapter I. In chapter II we present a bibliographical and field research that analyzed the research trends that approach the Experimentation in Science Teaching as a didactic strategy, trying to identify through interviews with teachers of Sciences for elementary education, the meaning given to these activities didactic. The results suggest the need for more research on the researches that approach didactic experimentation, especially for the Teaching of Biology and Chemistry. It also emphasizes the need to incorporate new approaches to this didactic strategy into the initial and continuing teacher training programs in order to create a new culture and vision about the role of experimentation in science teaching. In chapter III the methodology for a research and teaching project in the problematizing perspective is presented, based on the Freireana conceptions of education and the three pedagogical moments. The work resulted in a proposal of a didactic sequence that aims to assist teachers of basic education in the development of problematizing activities, which is presented in Chapter IV. The investigative character of the proposal associated to the rational arguments derived from the experimental activities gave account of the conceptual re-elaboration, also called didactic transposition, necessary to the teaching of Science / Chemistry in the school context, and implied in the transformation of the scientific / chemical knowledge in school knowledge.