Contextualização e experimentação no ensino de química: apresentando conteúdos de química para alunos do Centro de Ensino Inácio Passarinho

Abstract

The Chemistry discipline has great importance in the training of students. However, students have difficulties in learning the content, being considered very theoretical and massive, observing demotivation and disinterest by most of them. Teachers have the role of preparing classes and providing information on the subject of Chemistry according to the school environment, and in order for students to ensure the understanding of the contents, experimental classes were created in the laboratory associating the subject with everyday life. Thus, this work, which was based on a 2019/2020 cycle extension project, and aimed to develop and present a methodological strategy for teaching Chemistry through laboratory experiments to improve the learning of students at the Centro school Teaching Inácio Passarinho in the classroom. For this, the project started with weekly meetings in order to prepare the materials for the classes and shortly afterwards the project was presented to the school's directors and Chemistry teachers to grant 25 of the second students to participate in the project, with the teachers' authorization the practical classes were worked on focusing on the premises of contextualization with students in the Chemistry Multi-User laboratory at CESC-UEMA. It was observed that the meetings and planning were crucial so that all stages of the project, such as prepared laboratory materials, prepared handouts, lab coats for the students, coffee break food, all of these previous items were concluded in a meaningful way. Among the materials produced, a booklet in which 10 simple Chemistry experiments were worked on, also being made available online and free of charge so that other teachers can use this resource. The contents studied in the classroom were assimilated in a more significant way by the students and the way of evaluating this measurement was qualitatively considering their participation, their doubts raised and also their errors, thus presenting a significant development of the classes and a greater assimilation of the students in the content, which confirms the importance of practical classes in the students' daily lives and in the process of learning the discipline of Chemistry, showing that this work presents a simple alternative way to further improve teaching and facilitate the learning process.