EXPERIMENTAÇÃO NO ENSINO DE QUÍMICA: FORMAÇÃO ACADÊMICA PELO VIÉS DO ENSINO PRÁTICO

Abstract

Experimentation in the teaching of chemistry is an area that is rarely explored in schools across the country. It can be said that a large part of students’ lack of interest in the subject is precisely due to the lack of connection between theoretical content and practical application. This discipline mainly deals with interactions that are invisible to the eye, making learning difficult without a practical approach to experimentation. Practical lessons with experimentation fit within the context of active methodologies, which are teaching strategies aimed at giving students a leading role in learning through instructional activities, where the student builds their own knowledge. Thus, the present text highlights the process of teacher training through the lens of practical teaching, addressing the effectiveness and applicability of active methodologies in chemistry education. It emphasizes the effectiveness of the methodology from the perspective of the teacher in training and the student in the learning process. The objective is to elucidate the importance and effectiveness of using active methodologies for teaching chemistry in high school, focusing on the experiences lived and observed during the mandatory teaching internship for student teachers. This study addresses the experiences lived through the execution of Pedagogical Action Projects (PAP) within the context of the New High School, using qualitative research methods. Observation and field journals were used as data collection instruments and procedures. It was concluded that classroom experience, especially within the framework of the New High School curriculum, is an excellent experience for teachers in training, adding significant knowledge and providing great insights for the future teacher. It is a space where the student teacher’s creativity flourishes, where they learn to observe their students and understand how the students find joy in learning.