CONTEXTUALIZAÇÃO EM AULAS DE QUÍMICA: PROPOSTA E MATERIAL DIDÁTICO PARA DOCENTES DO ENSINO MÉDIO

Abstract

Contextualization is a much discussed approach, mainly due to the positive effect it has been bringing to Chemistry classes. According to the National Curriculum Parameters (PCN +) developed in 2002, a complementary version to the National Curriculum Parameters for Secondary Education (PCNEM), when contextualization is applied in the classroom, it can promote student participation and learning, favoring the formation of a critical citizen. Based on this perspective, the objective of the work was to build and will provide support material in the form of contextualized lesson plans for high school chemistry teachers in the 1st, 2nd and 3rd years and even more specifically to define what contextualization is; expose the importance of contextualization for teaching Chemistry and incentives to use a contextualized approach in the classroom. In the present work we present lesson plans with dynamic and contextual didactic sequences that will be made available to Chemistry teachers as support material. In the plans we address themes that discuss Social, Political, Historical and Scientific aspects. As a result of the application of problems in classes, students find solutions, develop their criticism related to the world in which they live, have an opportunity to glimpse the existence of Chemistry on the planet and contemplate the beauty of transformations and chemical processes. We developed a notebook of Contextualized Lesson Plans, as an incentive for Chemistry teachers to approach contextualization in the classroom, thus enhancing the students' learning process. In this notebook we provide suggestions for contextualized classes, for teachers who have difficulties in planning classes with this approach or even for those who do not have the time necessary to build these models of plans. As a methodological procedure, we did a literary review on textbooks, regulatory documents, theses and articles, in which it favored the structuring of this work and the didactic sequences. The didactic sequences cover topics such as acid rain, milk fraud, river pollution, excess sugar in the body and many other topics that can stimulate students' interest during Chemistry classes. Through these themes that we address, the teacher can work on several important chemical concepts, such as acids, oxides and gas-liquid solutions, that is, the approach used in the elaboration of didactic sequences was contextualization. When this approach is worked on in the classroom, it can encourage the student to acquire meaningful learning, making him a critical citizen. The didactic sequences that we elaborate will be made available digitally, for teachers who teach in public and private schools in the area of Chemistry, so that classes become more dynamic, interesting and motivating. We need improvements in education and if we start with the initiative to make use of differentiated approaches that can promote student participation and consequent learning, we can achieve a more promising and quality education.