REVISÃO BIBLIOGRÁFICA DA DIDÁTICA DO ENSINO DE QUÍMICA EM ESCOLAS PÚBLICAS

Abstract

This work demonstrates the didactics of teaching chemistry in public schools of basic education, presenting the particularities of chemistry along with the difficulties in adopting new methodological strategies, difficulties in teacher training and low remuneration, as well as the difficulty of students in these schools in understanding chemistry content and how teachers' actions affect student interest. The contents have been worked in a distant way and without direct connection with the situations present in the students' daily lives, generating a mechanical learning. This reality demonstrates a problem: how to make the teaching of chemistry attractive and knowledge producer, using didactic knowledge? It is necessary to improve and innovate the reality of public schools, in the discipline of chemistry, where laboratories, teachers and teachers with training in the area are lacking. The objective of this work is to present a discussion about the complexity of the chemistry teaching method, and demonstrate that through active methodologies to make the student improve and interest in the discipline of chemistry, such as contextualization, experimental classes and recreational activities, among others. Methods can make the student contextualize previously abstract concepts that later become understandable. Through bibliographic research of scientific articles on virtual platforms: Scielo, Química Nova, Química Nova na Escola and Google Acadêmico, on the teaching of chemistry in public schools, it is concluded that traditional teaching is still very widespread in Goiás as in Brazil, the teacher does not make use of the didactic resources available in the school institution, nor does he seek to diversify his methodology in the classroom, and given the working conditions that this class faces, many professionals do not feel motivated to innovate and use new teaching strategies in the classroom.