Concepções de professores de Química sobre proposições de atividades experimentais na direção da alfabetização científica

Abstract

The present research aimed to analyze the discourses of chemistry teachers about their conceptions of planning and experimental practices in high school chemistry classes, based on interest in the process of knowledge construction and the scope of meaningful learning in the process of teaching and learning. The aim was to identify the presence of experimental practices within a context of planning of chemistry teachers, as well as to characterize these experimental activities and to recognize how the evaluation process takes place before the principles of meaningful learning and scientific literacy. The research followed the qualitative approach, using documentary analysis (teachers 'chemistry planning) and content analysis of the chemistry teachers' discourses, which were organized under the scheme of the systemic networks methodology. The research universe was directed to a sample of chemistry professors from the state public high school in the municipality of Itapecuru-Mirim. The analysis material was composed of pedagogical plans and interviews with a sample of teachers during the research development. It was identified in the socio-professional profile that these characters act in similar conditions in their educational practice. It was observed that, in the teachers' discourse, there is an understanding that experimental activity is an excellent methodological resource, yet the demonstrative and verifying approach is the most approached by teachers in their educational routines and according to the authors, it is not the most recommended, since these authors agree that the investigative approach would be the most appropriate for chemistry classes. Therefore, in light of what has been studied in this research, there is a long journey to be reached for the visions about the implementation of the experimental activities and that the need for new research on methodological innovations is defended in order to achieve meaningful learning.