Estratégias para o ensino-aprendizagem de ligações químicas no ensino médio no contexto de interdisciplinaridade e ludicidade

Abstract

According to the Higher Education Census of the Ministry of Education (MEC), 32% of enrollments in on-site undergraduate courses were selected via Enem in 2019. All federal universities in the country use Enem in some way, either as a single selection process, or as one of the forms of admission (Agência Brasil, 2019). In the exam, Chemistry is part of the natural sciences exam, sharing space with Biology and Physics, and often interdisciplinary issues, including the social context, are much explored. According to the Enem Collection, Chemical bonds, Polarity and Strength are recurring Chemistry contents in the exam, and correspond to about 13.8% of the test. In high school, this content is relevant to Inorganic Chemistry, and extends to the understanding of related topics such as: Inorganic Reactions, Periodic Table, as well as the description of Organic Reactions. Faced with the relevance of the content of Chemical Bonds in entrance exams, and considering the context of playful activities and accessible language, the present work aims to propose and compare teaching strategies for teaching and learning this topic. Teaching becomes necessary, given that in educational institutions there are a set of everyday situations that, when analyzed, allow the teacher to seek knowledge that helps him in his educational practice. The methodology adopted was characterized by the use of available didactic sequences, bibliographic research and classroom observation carried out by a teacher in training of the Degree in Chemistry, at the Federal Technological University of Paraná (UTFPR) on the Curitiba campus, PR. The observations were carried out in their classes at a public school in this municipality. Audio recordings were made during classes for further analysis. Use strategies that allow the student to have more autonomy and participation in the learning process; how digital technologies and computing resources ensure greater content assimilation and use, especially by providing greater satisfaction to learners. It is noteworthy that the use of strategies in the teachinglearning process contributes to the development of an investigative profile, ensuring aspects that override the mere fixation of content, and contribute to stimulating the development of critical thinking that will be useful for different decision-making processes. Life in society. In this sense, resources such as software, music and experiments based on playfulness were used to provide quality teaching. In general, the three strategies complemented each other, it was identified that in the software strategy, the main contributions were the analysis of data on the conduction of electricity and formation of ions. As for experimentation, the observation of melting points and comparative discussion about intermolecular interactions were of fundamental importance. Through musicality, a review of the content was carried out, distancing itself from the traditional resumption, which contributed to the memorization of some properties that could not be visualized, such as tenacity. The proposal included learning objectives for education for the development of Sustainable Development Goals (SDGs) 3, 4 and 16. The SDG is a collection of 17 global goals, established by the United Nations General Assembly that aim at quality education, where contextualization and inclusion are prioritized, making the school a place of motivation and well-being for both students and teachers.