A experimentação em química orgânica nos livros didáticos de química aprovados pelo PNLD 2015

Abstract

Experimentation in the process of teaching and learning of Science has been introduced in schools, heavily influenced by the work developed in the universities, more than a century ago. Research carried out in the school context shows that demonstrative and empiricist-inductive (or verification, both of a supporting nature) conceptions still prevail, although a considerable number of studies indicate the use of investigative experimentation. The problem is that this can lead students to understand the scientific knowledge as unquestionable truths, absolute, as if science had and was the answer to all things so timeless, immutable, and infallible way. We believe that the use of demonstrative or verification experimentation in Chemistry teaching is strongly influenced by textbooks. In this context, we have as objective to evaluate the proposals of experimentation in Organic Chemistry presented in textbooks of Chemistry approved by PNLD 2015. For this, a qualitative research of exploratory and bibliographic character was carried out, having as object of study four didactic books that approach contents related to organic chemistry that are part of collections approved by the PNLD 2015. Among the books evaluated are the works of Reis (2014), Santos and Mol (2013) and Mortimer and Machado (2013) present a relatively small number of proposals for experimental activities of Organic Chemistry. The work of Antunes (2014), in addition to the activities indicated in the student's book, presents various extra activities in the teacher's manual. Regarding the type of approach, all authors argue that the proposed experiments are of the investigative type. However, for the vast majority of the evaluated cases, we observed that the characteristics of the verification type approach appear more frequently. Some of the proposed activities, although based on articles published in the area of teaching of chemistry, lose their investigative character due to the way it is presented in the student's book. Although the guiding documents insist on the use of investigative activities in the teaching of Chemistry, we believe that the other approaches - demonstration and verification - have their importance and can contribute to the process of teaching and learning in chemistry, not only as a motivating resource for students, but as an approach that allows a dialectical establishment between theory and practice, between phenomenological, theoretical and representational knowledge.