Uma proposta didático-pedagógica para o ensino de química na educação de jovens e adultos

Abstract

The articulation between theory and practice is a very important factor in the teaching-learning process. Aiming to highlight the importance of an emancipatory education for Youth and Adult Education students, we set out to develop, evaluate and analyze a didactic-pedagogical proposal for the teaching of Chemistry using the content of polymers as the theme. In order to do so, we initially developed a unit plan based on the theoretical-methodological reference of the Historical-Critical Pedagogy to the one with this content in the high school in the modality of Education of the Young and Adults, aiming at the critical discussions of the chemical contents and the theoretical-experimental activities necessary and inherent to it, in view of the analysis of the theme from different dimensions. For this, we developed a qualitative research intervention with 10 students of the Youth and Adult Education in the State Center of Basic Education for Young and Adult of Campo Mourão, school belonging to the Regional Nucleus of Education of Campo Mourão. For the analysis and construction of the data, besides the theoretical reference guide of the study, we also use books and articles related to the Teaching of Chemistry and the Education of Young and Adults. To do so, we performed at the first moment of the intervention a diagnosis through questionnaires observations and debates. From this initial diagnosis, it was possible to make a survey about the students' previous knowledge regarding the topic of polymers and the environmental problems articulated to them. Continuing, we begin the problematization and instrumentalization of the cultural contents necessary to reach the specific objectives proposed by the intervention. For that, theoretical-practical activities were developed, covering the topics: polymers and environment, origin and daily applications of polymers, nomenclature of organic compounds hydrocarbons, characteristics, classifications and definitions of the main types of polymers. Considering the dialectical principle adopted by Historical-Critical Pedagogy, according to which education must be committed to the emancipation of people and their intellectual and political freedom, and based on the data obtained through the study, it was possible to observe that the appropriation of this content by the students, through the mediating action of the teacher-researcher, enabled them to pass from a spontaneous knowledge, from common sense, to a more elaborate critical scientific knowledge.