ANÁLISE DE FATORES PSICO-COGNITIVOS NO ENSINO DE QUÍMICA ALIADOS À TENDÊNCIA DIGITAL CONTEMPORÂNEA: PROMESSAS, DESENVOLVIMENTOS, QUALIDADES E RISCOS

Abstract

This work presents in a broad and analytical way about the practical technological hypothesis (Education 4.0), its abrupt impulse due to the Covid-19 pandemic, tools and school participation, also analyzing in case studies, the consequences of interaction, both external (social aspects) and internal in the cognition of subjects, as well as its factors and its influence on the intellectual performance of students with learning disabilities (LD) in chemistry. Education 4.0 is a huge change in the context of educational technology, information and communication, influencing institutions, educators and students. In its findings, psychodynamic, social and school aspects are analyzed, which become pillars of the possibility of pedagogical improvement, discussing proposals and authentic elaborations of three-dimensional (3D printed objects) and digital (Simulators) projects supported by Education 4.0 and their possible applications in the national context. The study revealed strong and majority interest of the school body, as well as: management, teachers and students, motivating new debates on how to make the new education, because for a long time we have been teaching, but there is so little time we have dedicated to think scientifically on how to teach and there is even less time on how to learn.