Poemas como recurso didático para o ensino de química

Abstract

The Teaching of Chemistry has been characterized by the use of reprodutivist methodologies, based on the memorization of concepts and formulas, hindering the process of teaching students’ learning. Such methodologies are still used in contradiction to the guidelines of documents such as the National Curricular Parameters, National Curricular Parameters – complementary guidelines and National Curricular Parameters for High School, which guide that the curricula of the school use methodologies based on the contextualization and daily life of the student , however, the same documents point to a series of contents to be work in the curricula, só that teachers feel pressured to make a choice, or work deeply certain content based on contextualization and everyday or approach all the themes described in the curriculum. The use of this type of (reproductive) methodology can still be associated with the initial formation of the teacher who works in the classroom, considering that many teachers teach subjects in which they do not have specific initial training. In the case of initial training courses for chemistry teachers, more emphasis is often placed on the specific part of the course, leaving behind teaching in the background. In addition, content aimed at Teaching is usually worked in the last years of undergraduate courses, when students are already accustomed to work the most specified part of the course. On the other hand, continuing training, because it has a short time, does not provide sufficient support for teachers to reflect on their practice and to put into practice new methodologies. In this way discussing didactic resources that can be used in the classroom is of great importance, to reverse this situation. A teaching resource, is any material that the teacher can use in the classroom to help his class, in the discipline of Chemistry, the most used resource by teachers are experimentation, however there are other resources such as games, music, videos, simulators, literature. Thus, this work has the theme of discussing the possibilities of using poems for Teaching Chemistry, since the poems can motivate and arouse students’ interest in the content to be worked in the classroom. In addition to this fact, the poems present aspects that transact between the social, political, economic and environmental fields, from the time of writing, and this can be used to contextualize the content in the classroom, and more, can be a tool capable of enabling interdisciplinarity, which is also much discussed when it comes to teaching.