Contextualização e experimentação no ensino de Química: apresentando os produtos naturais nas aulas do ensino médio.

Abstract

The Chemistry teaching in many public schools is still characterized by a curricular organization focused on specific content, through a traditional methodology that follows the transmission-reception model, without taking into consideration the daily life routine of the students. Based on what has been presented, changes are necessary to occur in this teaching perception for the students to become active and participative in the knowledge assimilation. Among the methodologies that can improve and change this traditional conception are contextualization and experimentation, using natural products as a resource. Therefore, the objective of this research was to use natural products as a didactic resource in the Chemistry teaching based on contextualization and experimentation. This research had an exploratory character; - with a qualitative approach and was classified as a participating research according to the technical procedures. The research was developed from a didactic sequence, composed of 9 moments in a state school in the public education system of Paraíba, located in the city of Areia - PB, with 32 students from the 3rd year of high school, from the morning and afternoon shifts participated in this research. The methods used to collect the data were based on on-site observation, logbooks, photographs, images, audios, and videos. The collected data were analyzed using Content Analysis. We concluded that the use of contextualization and experimentation, using natural products, was able to assist the teaching-learning process, as we verified the conceptual evolution of students related to the differentiation of natural products from other types of products, for the purposes and functionalities of natural products and the extraction techniques and separation of substances present in natural products.