UMA PERSPECTIVA VYGOTSKYANA NO ENSINO DE QUÍMICA: PROCESSOS DE FORMAÇÃO OU (DE)FORMAÇÃO DO PEDESTAL CULTURAL SOCIAL COMO EDUCABILIDADE DO ENSINO MÉDIO

Abstract

This work is the product of a study and analysis, which focuses on Vygotsky's theory as a proposal for high school chemistry educability. It was based mainly on the use of socio-interactionism as a builder of a not only scientific language, but based on the daily practice of the subjects, once arguing that the exchange of experiences and understandings are essential to consolidate the proposed knowledge within the room. of class. Data were collected through questionnaires and observation of the researcher, these were systematized and analyzed using the content analysis method described by Bardin. To this end, we start from the study and understanding of the theories pointed out and detailed by Lev Vygotsky, and therefore the application of some classes on acids and bases, in three 1st grade classes, based mainly on the unfolding of social relations, observing how these reiterate with traditional teaching methodologies to actually effect a satisfactory education. Therefore, it is emphasized that this work aimed to investigate the methodological means when used within a Vygotskyan view, verifying how students respond to them. Therefore, a qualitative and phenomenological research is constituted, which give a greater understanding of its specificities.