IMPORTÂNCIA DO ESTUDO DA QUÍMICA NO ENSINO FUNDAMENTAL DA REDE BÁSICA DE ENSINO

Abstract

This final paper explores the presence and teaching of Chemistry in lower secondary education, particularly in the 9th grade. The research is based on a qualitative approach and a literature review, aiming to understand how Chemistry is addressed in textbooks, teaching practices, and teachers’ perceptions. The study shows that Chemistry teaching often relies on memorization of formulas and abstract concepts, with little contextualization, leading to student disengagement. The analysis of textbooks reveals an overload of content and a lack of connection to everyday life, as well as the difficulty students have in grasping more abstract concepts. The research also highlights challenges in Chemistry education, such as inadequate teacher training, limited time for in-depth content exploration, and the absence of investigative, hands-on activities. In this context, the study emphasizes the importance of pedagogical strategies that promote Scientific and Technological Literacy (STL), encouraging critical thinking and meaningful understanding of Chemistry. As a proposal for improvement, the paper advocates for the use of contextualized experimental classes using simple, low-cost materials, as a way to engage students and better connect theory and practice. Results from implemented experiences show that this approach enhances learning and increases students' interest in the subject.