Ensino de Química: uma abordagem na Pedagogia Histórico-Crítica

Abstract

The research has as general objective: to know the perception of Youth and Adult Education - EJA students about the use of Historical-Critical Pedagogy (PHC) as a methodology for teaching Chemistry. For this, an action research was carried out with the students of an Integrated Technical course in the Youth and Adult Education modality of the Federal Institute of Goiás, Anápolis campus. The research took place through three classes lasting three hours, in the emergency remote teaching modality, due to the health crisis caused by the Covid-19 pandemic. A total of ten students participated in the research. The research was subdivided into three phases: socioeconomic investigation of the students, definition of the contents and realization of the class. In order to carry out and carry out the study, we adopted the PHC as a theoretical reference, a teaching methodology proposed by Saviani (2005), which sees in education the possibility of social transformation of subjects. The results show that the age of these students varies between 20 and 45 years, the majority corresponding to the female gender, and with a minimum income equal to or less than a minimum wage. The main negative aspects observed by the researcher teacher were related to the remote teaching of the class: decreased interaction between teacher-student, student-student, short class time and lack of adequate technological resources, it was possible to verify that the theme worked in articulation with the PHC was important, which was noticed by the questions and positions of the students in relation to the topic under discussion. The use of PHC in the teaching of Chemistry can be a teaching methodology for the realization of an effective teaching and learning process, taking into account the non-fragmentation of contents, neutrality, but rather reconstruction in plurality.