Articulação teórico-metodológica entre a resolução de problemas e a experimentação balizada pela Atividade Experimental Problematizada (AEP): uma proposta ao ensino de química

Abstract

One possibility for the development of the investigative dimension related to the area of Natural Sciences is the use of strategies that permeate the proposition of problem situations or Problem Solving, and experimental activities can show adherence to this theme, especially when related or triggered by problematizations. Accepting this possibility, this work presents a proposal for a didactic sequence based on the association between the methodologies of Problem Solving and experimentation, interfaced by the Problematized Experimental Activity (PEA). Such study/planning is characterized as qualitative and, considering the organization of information and the production of new theoretical emergencies, it also encompasses elements of Bibliographic Research and Exploratory Study. The proposed didactic sequence is organized into five classes, these covering respectively: proposal presentation, problem proposition (Problem 1), problem proposition (Problem 2), theoretical class on processes of separation of mixtures and experimentation based on the PEA. The proposed problems and the PEA, the focus of this problem, use the theme related to the consumption and preservation of water. With regard to the possibilities of approximations between experimentation and Problem Solving envisioned in this work, they are related to the theme present in the proposed problems and in the experimentation, as well as to the PEA characteristic of a problem triggering the experimental activity. Finally, it is evaluated that this proposal is in line with what is intended for High School, in terms of teaching-learning, and is exposed: (i) in the Common National Curriculum Base, where the investigative approach must be provided by open and contextualized challenges or problems, which encourage theoretical and/or experimental solutions, (ii) in the Curriculum Guidelines for High School, in which practical activities should not be restricted to experimental procedures, but allow moments theoretical/practical discussion that help in conceptual understanding and (iii) in the National Curriculum Parameters, in which practical activities should ensure space for reflection, development and construction of ideas, alongside knowledge of procedures and attitudes.