A água como tema gerador do conhecimento químico: construindo um ensino-aprendizado contextual, investigativo e cidadão no ensino de Química

Abstract

This paper presents and discusses the results of an intervention research developed through the Programa Residência Pedagógica, IFSertãoPE with a class of 39 students, from the 2nd D of the Escola de Referência em Ensino Médio Antônio Padilha, during the months of November 2020 to March 2021. The study was based on the principles of qualitative research of the action research type. After diagnostic surveys in the school, the following problem-question was delimited: how to practice the teaching of Chemistry in a contextualized, investigative and citizen way? Thus, the water generator theme was adopted to contextualize the contents and the use of active methodologies, with the aim of investigating the contributions of educational practices developed for the construction of a contextual, investigative and citizen teaching-learning in the teaching of Chemistry. The planned activities followed the hybrid teaching format and were organized as follows: 1) application of pre-test; 2) execution of interventions; 3) application of post-test; and 4) analysis and interpretation of results. It was evident that the didactic-pedagogical activities carried out contributed to providing significant learning opportunities in the teaching and learning process of Chemistry and helped to train critical and reflective citizens on the theme of water resources presented, as well as capable of intervening responsibly in the environment where they are inserted. Thus, the active methodologies and the contextualization of contents with the water theme presented themselves as possibilities for the practice of teaching contextual, investigative and citizen Chemistry.