Potencialidade de um plano de ensino pautado na atividade experimental problematizada (AEP) à alfabetização científica em Química

Abstract

The main objective of this work is to use the fundamentals of Significant Learning Theory to elaborate and develop an experimental teaching plan for the curricular component of Chemistry, based on the Experimental Activity Problematized, capable of favoring a Scientific Literacy, that is, improving a gain of associative meanings in Chemistry. The proposal has as a target audience a class of the first year of the Polytechnic High School of a school of Basic Education of the municipality of Caçapava do Sul/RS, and has been selected the theme inorganic functions for exemplification. This research can be classified as qualitative, considering its means and methods. The data obtained were submitted to the qualitative and textual analysis discursive, in view of what it bases, characterizes and can qualify the processes of Scientific Literacy in the school context, with a view to a useful and contextualized Chemistry teaching. From the elaboration and application of a teaching plan to the target audience, the potentiality of the experimental treatment, from its theoretical-methodological organization, to the gain of meanings in Chemistry.