PARÓDIAS NO ENSINO DE LIGAÇÕES QUÍMICAS: O PROCESSO DE CONSTRUÇÃO E A ANÁLISE DE CONCEITOS CIENTÍFICOS

Abstract

This Final Course Work aimed to investigate the use of musical parodies in the teaching of chemical bonds, analyzing the presence of everyday and scientific concepts. Conducted at the Instituto Federal Goiano, Iporá Campus, the study sought to explore the potential of this methodology to promote meaningful learning. The first chapter addressed the correlation between music and the teaching of Chemistry, highlighting the historical trajectory of music as a pedagogical tool. The parody was presented as a playful resource that facilitates the connection between content and can motivate students and also make classes more attractive and interesting for students. The second chapter addressed the methodological aspects, characterizing the research as qualitative and of the case study type. The investigation involved a class of 20 students from the Agricultural Technician course, where interviews were conducted, group parodies were created, and the productions were analyzed regarding the scientific and everyday concepts addressed. In the third chapter, the results showed that the parodies created by the students were able to integrate scientific concepts, such as covalent bonds and the formation of molecules. However, challenges were observed, such as difficulties in harmonizing lyrics and rhythm and the use of analogies that, in some cases, generate misunderstandings and the use of artificial intelligence. Even so, the strategy demonstrated potential to increase engagement and facilitate the learning of Chemistry.