A TEORIA DAS SITUAÇÕES DIDÁTICAS COMO FUNDAMENTO PARA O ENSINO DE PROCESSO DE SEPARAÇÃO DE MISTURAS

Abstract

It is observed that the integration of didactic-pedagogical elements aiming at a more meaningful teaching is still a challenge for teachers and students, which ends up making the contents increasingly fragmented and decontextualized, whether in theory or in practice. This work aimed to propose a didactic sequence for the teaching of “Mixture Separation Processes” in the 1st year of High School, based on the Theory of Didactic Situations (TSD). This is a bibliographic and documentary research, in which papers related to the teaching of the separation of mixtures were consulted to assist in the construction of a didactic sequence of chemistry. Additionally, activities within the four phases of the TSD were suggested, namely: action, formulation, validation and institutionalization. Thus, we sought to enable a better understanding of the content, aiming at a collaborative learning between teacher and student. It is expected that this research will expand the didactic-pedagogical possibilities for teaching the separation of mixtures, based on the construction of new knowledge, articulating development and protagonism, creating conditions that allow the student's autonomy.