Atividades experimentais investigativas e problematizadoras: análise de livros didáticos de química do PNLD

Abstract

This study addresses the use of investigative and problematizing experimental activities as a means for the development of the teaching-learning process in the chemistry curriculum component. The aim of this research is to analyze the characteristics of the experimental activities present in the Textbooks of Chemistry (LDQ), approved in the National Program of the Textbook (PNLD), in the 2012, 2015 and 2018 editions, which make it possible for them to be considered experimental activities that present problematizing and investigative conceptions. The motivation of this research is that these activities are strategies that have, as their main characteristic, the presentation of the chemical concepts through situations that are connected o the life of the students, seeking their engagement, so that they actively participate in the process of building and developing their know ledge. The use of such strategies contributes to the construction of chemical know ledge by students so that they understand chemistry as a school subject linked to their reality. The LDQ are one means, which is available to teachers, to apply investigative and problematizing activities to achieve these goals, made available through PNLD through out Brazil. For the development of this study, criteria and categories were first established to identify the investigative and problematizing activities, and then all the LDQ volume one that participated in the PNLD edicts in the 2012, 2015 and 2018 editions were collected. After that, proceeded the exploration of materials from there adding sand analysis of the activities presented in the LDQ. Content analysis, based on the assumptions of Bardin (2011) was used to understand characteristics of activities present in LDQ, if such characteristics present investigative and problematizing conceptions. The results obtained in there search indicate that, out of seven collections analyzed, only three collections present investigative and problematizing experimental activities, and four collections present experimental activities that are characteristics that bring them closer to demonstrative e and illustrative conceptions. The research results allowed the elaboration of a Complementary Guide, with the objective of helping teachers to characterize the experimental activities when choosing the LDQs that will participate in the next PNLD edicts, besides reinforcing the importance of the experimentation role as an efficient strategy to create real problems, allowing the contextualization of concepts seen in the classroom related to students' daily life so that they make connections with the concept sand chemical phenomena they experience, making the classes more dynamic and engaging.