Proposição de uma sequência de ensino investigativa sobre polímeros a partir de uma revisão sistemática de literatura

Abstract

The National Common Curricular Base (BNCC) states that high school should develop autonomous, critical, creative and responsible individuals in relation to the society in which they live, in the face of new contemporary challenges, with a view to confronting, making decisions and taking actions to resolve these challenges. The development of individuals with these characteristics requires that elementary and higher education institutions, together with teachers, use teaching approaches that develop individuals as such protagonists. By directing the area of Natural Sciences, especially the curricular component of Chemistry, the challenges of turning young people into protagonists become greater, because this science is considered difficult to learn and most of the time students are not familiar with Chemistry. One way is to teach Chemistry and the other curricular components of the Natural Sciences area in a contextualized and experimental way, since they are sciences that complement each other and require this empirical approach. This approach can, apparently, arouse the interest of students, as well as meet the guidelines of the BNCC and other documents that govern basic and higher education. As a result, Inquiry-Based Teaching is presented as a teaching approach that involves the introduction of problems, whether experimental or not, but always contextualized, só that students learn to solve problems in groups and propose possible solutions, collecting evidence, raising hypotheses, conducting experiments, collecting and analyzing experimental data, dialoguing with peers and the teacher, in order to promote the systematization of knowledge and writing or drawing around the proposed problem. Therefore, this Final Course Work (TCC) has the general objective of understanding the use of investigative activities in the teaching of Chemistry, through a Systematic Literature Review (SLR) in the last decade, as well as developing an investigative teaching sequence of the open laboratory type on the theme of polymers. This research is of a qualitative nature, since it seeks to understand the context of the use of investigative activities in teaching, its consequences, possibilities and challenges. The chosen method is called Systematic Literature Review, which comprises well-defined, structured phases with reproducible procedures. The results indicate the main investigative activities that are being developed in basic and higher education, ranging from the use of investigative sequences, development of argumentation, and training of young protagonists, thus pointing out some possibilities and challenges. Inquiry-Based Teaching was also present or at least indicated as a teaching approach in initial teacher training, as well as in the need for continuing education based on this approach. As a result, a suggestion is presented for an open laboratory-type investigative teaching sequence on the theme of polymers, which was entitled “Exploring polymers: an investigative journey”, with the purpose of guiding teachers and undergraduate students to develop investigative environments.