Análise de metodologias ativas no processo de ensino-aprendizagem dos conteúdos de química em algumas escolas do ensino médio em São Luís- MA

Abstract

Chemistry is fundamental to understanding phenomena of existence, but its teaching faces challenges, such as technical language and traditional methods that alienate students. The lack of contextualization and interdisciplinarity contributes to disinterest. New methodologies, especially active ones, place the student at the center of the process, promoting greater engagement. Constructivism proposes more interactive and meaningful learning. In this study, a bibliographic review will be carried out with field research. This work focused on demonstrating the foundations of active methodologies used in teaching Chemistry, characterizing active methodologies, their limits and positive points in the teaching-learning process, and the relationship between active methodologies and methodologies used in contemporary times in teaching Chemistry in high school classes. The objective was to study active methodologies in the teaching-learning process of Chemistry in high school classes in São Luís-MA, which was composed of 3rd year high school students from public and private schools through the application of a questionnaire. The methodology adopted to carry out this study consists of a literature review with a qualitative approach that allows a scientific basis, with the aim of knowing the profile of the students, the structural environment of teaching, and identifying the traditional and active methodologies applied in the teaching of Chemistry in the school environment. This study highlighted the benefits of active methodologies in teaching Chemistry as valuable tools for teachers, especially in the area of Chemistry. Although active methodologies do not solve all educational problems, they represent an innovative proposal with transformative potential