Sequência didática para o ensino da Química: uma proposta de atendimento à diversidade no estudo de ácidos e bases sob à luz da Teoria de Jerome Bruner

Abstract

This work aims to identify how the teaching of Chemistry can be considered inclusive within a diverse high school classroom, respecting each particularity found and promoting the intellectual development of students. This research is justified by the lack of didactics that reach all students present in the classroom, making the teaching process exclusive and learning meaningless to the learners' thoughts, making their intellectual development impossible according to the Spiral Learning Theory - TAE - elaborated by Jerome Bruner in the 60's. This theory is the basis for this work because it contains elements that are in line with an educational process that prioritizes the student in an autonomous acquisition of knowledge, fostering his predisposition to learning through varied didactics that value students' pre-existing knowledge and motivate them through the discovery process, arousing their interest through curiosity. For this, an essentially qualitative approach is used, but with quantitative data that help to obtain indicators about the key points of the investigation - diversity, inclusion and intellectual development - through the case study investigative process, applying a didactic sequence that includes 6 different approaches to the teaching of inorganic functions (acids and bases), featuring the spiral curriculum proposed by TAE, for a group of student volunteers from the first grade of high school, from a state school located in the center of Manaus. In this way, it is observed that diversity in the classroom is a reality that teachers are compelled to deal with in the exercise of their profession, needing for this to be equipped with various methodologies and didactics to promote learning with meaning for all. the students present, featuring inclusive and quality teaching, which allows us to conclude that varied approaches to the same content, as recommended by TAE, can be an adequate path to the inclusive teaching and learning process, enabling the intellectual development of all students presents in the classroom.