Uma sequência de ensino investigativa como proposta metodológica para o novo ensino médio: um olhar sobre as incertezas e perspectivas da química

Abstract

In order to reform High School, Law No. 13,415/2017 was enacted, which provides for an integral formation of the student, with a technical and professional emphasis in a more interdisciplinary and transdisciplinary way. However, the só-called – New High School – presents uncertainties as to the viability of its curriculum, which will be composed of the National Common Curricular Base and Training Itineraries, totaling a minimum workload of 3000 hours. The reform intends to organize a curriculum in a more flexible way, making the student the protagonist of his knowledge and seeking an interdisciplinary teaching, through the integration of subjects in areas of knowledge, being Mathematics and its Technologies, Applied Human and Social Sciences, Natural Sciences and its Technologies and Languages and its Technologies. Regarding the aspects of teaching Chemistry, the aforementioned law contributes to the construction of a scenario of insecurities regarding the scientific formation of the citizen, which may enhance difficulties that already exist in this teaching, such as, for example, the significant presence of abstraction inherent to knowledge. Chemicals and, as a result, the interpretation and understanding of the concepts of this science, which can cause students to lack interest in this science. However, Chemistry may have its workload reduced, in view of the offer of Training Itineraries that do not include this science, and this may lead to gaps in chemical knowledge, due to the lack of interest in this area of Natural Sciences and its Technologies, as well as such as the lack of qualified teachers in Chemistry or even the lack of structure and materials for approaching chemical knowledge. In order to overcome these adversities, teaching through investigation can contribute to bringing students closer to the scientific culture, through its way of building knowledge, starting from problems in order to enable the student to work with conditions inherent to the scientific phenomena of the proposed content. In view of this scenario presented, this work has the research problem: How can an investigative teaching sequence contribute to the development of some competences and skills in the teaching of Chemistry, with a view to interdisciplinarity, in the area of Natural Sciences and your Technologies? The general objective is to develop an investigative teaching sequence, of the open laboratory type, with a view to interdisciplinarity in the area of Natural Sciences and its Technologies, with the main object of chemical kinetics knowledge, aiming to develop students’ autonomy and protagonism. The research is qualitative in nature and is characterized by being exploratory, as it consists of a global panorama and less rigid in terms of the context studied, accepting the most diverse resources available in different information search platforms. In view of the above, the constructed results aim at reflections by the community about the school we want and that we can develop from the regulations imposed by the proposed reform, the training itineraries and its relationship with the National Curricular Common Base. We hope that the investigative teaching sequence can be used by teachers and undergraduates in Chemistry and in the area of Natural Sciences and its Technologies, in order to actually promote an integral formation, with technical and professional emphasis through interdisciplinarity, thus corroborating with the which is recommended in the law establishing the New High School.