Proposta de intervenção experimental investigativa sob uma ótica da ciência, tecnologia e sociedade no ensino de química

Abstract

Under the vision of experimental investigative activities, in a dialogue with Science, Technology and Society (CTS) thinking, this research has the objective to plan and propose a Didactic Sequence that, from concepts already used in Experimental Investigative Activities, can potentiate the exercise of citizenship on Chemistry Teaching. In this context, all the theoretical work observed in this work suggests an education that promotes the intervention in the reality of students so that they can develop a critical sense and autonomy. In the Investigative Laboratory, the students are not just spectators, they participate in all pedagogical moments, with the guidance of a teacher. This proposal was elaborated to a first year of high school, in a State High School situated in Pedras de Fogo City, Paraíba State, in the discipline of chemistry, but does not impair adaptation to other universes. In the references analyzed in this work was not found how many and how could be the steps to use the Investigative Laboratory as a didactic resource. In this way, it was thought in a didactic proposal opened to adjustments, respecting the teacher’s sovereignty and the class’s necessities. It is indicated the “research-action” methodology to study the results in a future application of the methodology here developed. The Teaching through Investigation fights the view of an infallible scientific knowledge, so the students will not be afraid of making mistakes however this understanding will be deconstructed and will be presented as a peculiarity of knowledge construction. Without being afraid of making mistakes, it is expected that the involvement of students will be more spontaneous and affective.