Ensino de quÍmica e a estratégia de resolução de problemas: perspectivas dos professores da educação básica da cidade de Areia - PB

Abstract

In the area of Chemistry, many teachers still adopt the traditional model, which makes learning the subject difficult. In this context, the adoption of active methodologies, especially the problem-based teaching strategy, emerges as a promising alternative to overcome these limitations. By proposing that students solve contextualized and relevant problems, the Problem-Solving approach seeks to stimulate autonomy, creativity, and critical reflection, offering a more dynamic educational experience. Based on this scenario, this study aims to analyze the perception of Chemistry teachers from public schools about the teaching strategy based on Problem-Solving. The research, of a qualitative nature, was conducted with five teachers from the city of Areia-PB, through face-to-face and online interviews, lasting approximately 40 minutes, using a script with 13 questions. Data analysis was performed based on Bardin's Content Analysis, which includes steps to categorize and code the interviewees' responses. The results revealed that teachers still have a limited understanding of the difference between problems and exercises, and are unaware of the stages of Problem Solving, which are essential for its effective implementation. Factors that both facilitate and hinder the development of this teaching strategy were also identified. It was concluded that it is essential to provide ongoing training to teachers on Problem Solving, in addition to encouraging them to reflect on their pedagogical practices, so that they can facilitate the process of teaching and learning Chemistry, motivating students and making them more active and protagonists of their learning.