Realidade aumentada no ensino de química orgânica para auxiliar na aquisição da literacia midiática

Abstract

This present bibliographical study has as a propose investigate the acquisition of media literacy, in high school students, through augmented reality, in mobile devices, in the teaching-learning process of the Chemistry discipline. As methodological parths were consulted books, articles and theses to define and associate the terms media, media culture and media literacy, having as main references Lévy (1999), O’Reylli (2005), Martino (2015), Resende (2016) and Ferreira (2017). These authors contemplated the concepts and the use of media, in society, in the school context, as well as the power of social transformation of the media and the necessity of media literacy to face the challenges and avoid the dangers of Web 2.0. It was sought to raise the characteristics of augmented reality according to the authors Tori, Kirner e Siscouto (2006) together with the most current studies of Queiroz, Oliveira e Resende (2015), whitch contribute to the acquisition of media skills. The results of this bibliographical research showed that the augmented reality is a productive tool for the Chemistry teaching, which enabled students to be more active and cooperative in the learning process, as well as to resignify the way of consuming and producing information, in a different language form of the verbal.