As atividades experimentais no contexto dos docentes de química em uma escola da rede publica: avanços e recuos possibilitados pela prática

Abstract

This research presents a brief discussion about the importance of experimental practices in the context of chemistry teaching and the indispensable role of the teacher in the teaching and learning process of these practices. In order to advance the understanding of these aspects, it became necessary to search for theoretical references that base the reflections regarding the emergence of practical classes in school benches; About the objectives of experimentation in this context; The skills and abilities that can be developed according to the National Curricular Parcels of the Secondary School, as well as the reflexes of these actions in the teaching practice. In an empirical study, this study sought to understand the main implications found by teachers in a middle and elementary school in the city of Bagé, in approaching experimentation in their daily teaching practice through an interview with three teachers of Chemistry Education. The information obtained through these interviews was analyzed through the methodology of Textual Discursive Analysis (DTA) according to Moraes and Galiazzi (2007). Through the analysis of the teachers' discourses in the interviews, it was possible to see that the teachers recognize the relevance of the experimental classes in the context of the teaching of chemistry, however, the development of this type of activity entails some difficulties such as the lack of time to plan and to carry out such actions, the absence of available resources that enable the classes as well as the students' demotivation in the context of the experimental practices. Thus, this set of aspects presented by the research subjects triggered the production of a reference material, that is, a handout consisting of scientific concepts, experimental activities as well as some questions to assist in the research process of teaching and learning chemistry.