Velocidade das reações e a química na educação básica: uma proposta didático-pedagógica na perspectiva histórico-crítica

Abstract

The teaching of chemistry has presented as a challenge to teachers in the sense of sensitizing students to a greater interest in the discipline. In this context, our objective was to elaborate, develop and evaluate a didactic-pedagogical proposal for the teaching of the content "reaction rates" in the discipline of Chemistry in high school, based on the critical discussion of the chemical contents inherent to it and the theoretical activities-experimental methods necessary to work with this theme, in order to analyze the educational process as a concrete phenomenon and the learning of the subjects involved in this process. So, we developed a qualitative- intervention research with 21 students from a second-year high school class at the Corumbataí do Sul State College, a public institution belonging to the Campo Mourão Regional Education Center in the state of Paraná. The data collection was performed considering all written material and oral presentations produced and presented by the students, as well as the transcription of audio recordings of the in-room discussions. Data analysis was performed using the technique of category construction and data triangulation. The main theoretical framework used to base our research is the Historical-Critical Pedagogy, which aims to enable individuals to appropriate their historically constructed knowledge so that they can become conscious, critical and transformers of your reality. Considering these aspects, we use the five pedagogical moments proposed by this theoretical perspective, starting the research after the elaboration of the unit plan. Initially a questionnaire was applied in order to diagnose students' prior knowledge about the content. In a second moment, we set out to the problematization and instrumentalization of the cultural contents, using as a resource the articulation between theoretical activities and experimental practices contemplating the contents of evidences of occurrence of reactions and their classification and factors that influence in the speed and calculation of the rate of development of chemical reactions. The analysis of the data obtained through all written material and the transcription of recordings of the discussions during the whole intervention allowed us to observe that the students were able to appropriate the chemical knowledge, improving their common sense knowledge, since they were able to associate and explain scientific way the day-to-day happenings, seeing Chemistry as a participant and important in their lives. This allowed students to acquire a greater interest in the subject and its contents, since they reached a wider level of knowledge.