O processo de fabricação de açúcar e álcool como tema gerador para o ensino de Química na Educação de Jovens e Adultos

Abstract

In order to improve the teaching-learning process of the Chemistry discipline, several teaching strategies and methodologies have been developed by researchers and teachers in the area of Chemistry Teaching. One of the strategies used to contextualize the contents of Chemistry and relate them to everyday life is the Thematic Workshops. Considering the importance of carrying out contextualized and interdisciplinary teaching, this research aimed to develop a workshop with the theme "Sugar and Alcohol Production" for students at a state school in the city of Itumbiara-GO. The students participating in the pedagogical intervention are part of the Youth and Adult Education modality - EJA and were attending the third stage of high school. This research is characterized as an educational action research and the collection of data to verify the profile of the students was carried out through the application of a questionnaire, it sought to show the age of the EJA students, the reason for having resumed their studies and their motivation each of them to learn Chemistry. The planning and development of this Thematic Workshop was based on the active methodology “Peer Instruction”, known in Portuguese as "Instrução por pares". The choice of this methodology is justified by developing students' communication, argumentation, investigation and proactivity skills. To check the efficiency of this methodology, a list of exercises was applied before and one after the pedagogical intervention and based on the analyzed responses, it was possible to infer that there was an increase in the number of correct answers after the intervention, therefore, it is pointed out that the methodology The chosen active ingredient proved to be efficient to be used in Chemistry Teaching, especially in EJA. It is concluded that the Peer Instruction method is an active methodology whose main benefit is the promotion of dialogical, interactive, dynamic and contextualized classes. While carrying out the pedagogical intervention, it was possible to observe how students feel motivated and interested in participating in classes when they are planned using active methodologies.