Experimentação problematizadora: propostas e reflexões para o Ensino de Química

Abstract

Problematization comprises the moment of development of critical awareness on the subject under debate by the recognition of situations in which it leads the student to ask, overcoming the simple act of knowing, for the act of existing, of making himself present and launching himself as a subject of the transformation of the world. The investigates the problematization within a context of experimental activity in chemistry teaching by analyzing the contributions of this methodology to the student. The research was developed with students of the 1st grade of high school of a public educational institution in the City of Anápolis - GO, in the discipline of Chemistry. The planning and application of the problematizing class comprised a source for data collection, in which the process and its meaning were important for the approach of the research adopted. The research was conducted by a qualitative descriptive approach and the data collected from semi-structured interviews. From the analysis of the results collected by the application of the questionnaire to 70 students and by the experimental problematizing activity applied, we found that the problematizing experimentation stimulated the students to ask from their reality. In this sense, it is concluded that the problematization mediated by the dialogue comprises a promising approach in the development of critical training of the student and the acquisition of new knowledge. Despite some limiting circumstances, the experimental problematization in the Freiriana perspective proposed in this study can be developed, provided that the school collaborates for its realization, enabling the learning of the student