EXPLORANDO A ELETROQUÍMICA: UMA ABORDAGEM DE ENSINO POR PROJETOS PARA APRENDIZAGEM ATIVA E SIGNIFICATIVA

Abstract

This work describes an applied study in the teaching of Electrochemistry, focusing on the use of active methodologies and practical experimentation to promote more meaningful learning. In the introduction, the importance of addressing concepts such as redox reactions, batteries, and corrosion processes in a contextualized manner is discussed, aiming to engage students and make them aware of the constant presence of this area of Chemistry in everyday situations. Furthermore, the relevance of including environmental issues, such as the responsible disposal of electrochemical materials, is highlighted as a means of fostering critical awareness. The main objective of the study was to verify whether activities based on experimental projects and thematic debates could intensify student motivation and comprehension of electrochemical processes. To achieve this, the methodology consisted of developing a teaching project called “Eletron-Volts,” applied in a High School class over one semester. The stages included: (1) presenting and contextualizing the topic, (2) theoretical study of fundamentals, (3) construction of electrochemical cells using alternative materials, (4) investigations into electrolysis and corrosion, (5) systematization of results in written reports, and (6) scientific dissemination through fairs and social media. Data collection involved participant observation, questionnaires, and interviews, as well as photographic records and the analysis of reports. The results revealed increased student engagement in problem-solving and in carrying out experiments, which contributed to a better understanding of concepts such as potential difference, oxidation-reduction processes, and factors influencing corrosion. The focus on environmental issues enabled discussions about conscious consumption and sustainable practices, establishing Electrochemistry as a basis for socio-environmental reflection. Final reports demonstrated a qualitative leap in understanding the phenomena studied, while also indicating the development of collaborative and communicative skills. In conclusion, the project showed that the articulation between theory, practice, and environmental awareness strengthens the learning of Electrochemistry, making it more meaningful and connected to students’ reality. Thus, active methodologies combined with experimentation and critical reflection enhance student agency and encourage responsible attitudes regarding the use of science in society.