Práticas docentes e a história da química: reflexões sobre ensino e aprendizagem

Abstract

Teaching Chemistry has historically been characterized by traditional practices that focus on memorization of formulas and laws, often not taking into account the historical, social, and human context in which scientific knowledge was built. Therefore, the History of Chemistry emerges as a pedagogical resource that can make learning more meaningful, contextualized, and closer to the reality of students. Based on this perspective, this research aimed to analyze the perceptions and practices of Chemistry teachers in the use of the History of Chemistry as a pedagogical tool in the teaching and learning process. The study was based in a qualitative and descriptive investigation, carried out with eight teachers working in public and private schools in the municipality of Areia/PB, Brazil. Data were acquired through questionnaires and examined according to the stages of Content Analysis and expressed through the establishment of three categories: (i) understandings and perceptions of teachers on the History of Chemistry; (ii) practices and possibilities of using the historical approach in High School; and (iii) challenges for its effective integration into teaching. The results showed that teachers recognize the relevance of the History of Chemistry as a pedagogical instrument capable of bringing students closer to Science, contextualizing content, and arousing interest in the subject. Among the most used strategies are historical contextualization when introducing content, the use of videos, the reproduction of historical experiments, and the promotion of debates. However, obstacles that impair its broader application were also identified, such as time constraints, a scarcity of adequate teaching materials, gaps in teacher training, and engaging of some students. To overcome these barriers, participants suggested measures such as increasing the presence of the History of Chemistry in initial and continuing teacher education, improvement of textbooks, and planning teaching sequences that are more integrated with the school profile. We conclude that, despite the expressed challenges, it is necessary to invest in the inclusion of the History of Chemistry in basic education, fostering critical, contextualized, and socially aware learning.