Intervenções pedagógicas no ensino de química: uma análise de artigos publicados na revista Química Nova na Escola

Abstract

This study aimed to analyze and discuss the contributions and limitations of articles published in the journal Química Nova na Escola, between 2010 and 2019, seeking to analyze and discuss the contributions and limitations of articles that address the teaching of Chemistry published in the journal Química nova na Escola in the last 10 years, making it possible to map the main investigative trends in the area, as well as the challenges for the development of new studies from other theoretical-methodological perspectives. Therefore, published articles about reports of pedagogical interventions were selected and analyzed, presenting the description of the teaching method and the results obtained with the classes, so that we could identify the impact of these interventions on Chemistry’s teaching-learning process. The research had a qualitative character that resulted in the categorization of data, which made it possible to identify and discuss: the main topics covered, research problems, investigative contexts, adopted theoretical frameworks, methodological approaches used, participants/data sources and the contributions and limitations of these works to the Teaching of Chemistry, allowing us to outline the challenges for research in the area. Based on the data obtained from this research, we can consider that for there to be truly transformative education and teaching in Chemistry, we need to overcome a teaching vision that overvalues the individual skills and competences of students at the expense of technical-scientific knowledge, and we need to start considering education as a potential strategy for social transformation, which will only be possible when the focus of education is on the instrumentalization of students through knowledge historically accumulated and systematized by humanity, so that they expand their knowledge and become able to break the chains of alienation.