Experimentação no ensino de química: elaboração de um material paradidático para o ensino médio com o tema “petróleo e seus derivados”

Abstract

The problematizing experimentation has great importance in the teaching- learning process in Chemistry. Considering this importance, we aim with this work to elaborate, develop and evaluate a teaching didactic proposal for the teaching of Chemistry in high school. Initially, a Unit Plan and a Content Unit (an alternative material) were prepared based on the theoretical and methodological framework adopted to study the theme "Oil and its derivatives" in high school, based on the critical discussion of the chemical contents Inherent to it and the theoretical-experimental activities necessary to work with this theme. To that end, we developed a qualitative-intervention intervention research with 67 students from three classes of the third year of high school (morning, afternoon and evening shifts) of the State School of Altamira do Paraná, a state public school belonging to the Regional Nucleus of Education Campo Mourão, in the interior of the State of Paraná. For the construction and analysis of the data, we have adopted as methodological theoretical reference the Historical-Critical Pedagogy (GASPARIN, 2009; SAVIANI, 2009), as well as scientific books and articles related to the content of Petroleum. Based on the dialectic method of teaching proposed by Historical-Critical Pedagogy, a diagnosis was made at the first moment of the intervention - through questionnaires, observations and oral discussions - about how students understand the content of Petroleum Chemistry, the Petroleum derivatives, oil derivative applications, environmental problems arising from oil, alternative energy sources and economic issues such as fuel prices. In a second moment, we proceed to the problematization and instrumentalization of cultural contents in their different dimensions. For that, some theoretical and practical activities were developed, covering the following content topics: petroleum and its derivatives, organic function hydrocarbons, physical properties of hydrocarbons and petroleum derivatives. The analysis of the data obtained through the intervention allowed us to observe that the content worked contributed to the students to articulate theory and practice and to transfer, from the common sense to the scientific knowledge in relation to the topics.