A problematização como facilitadora da aprendizagem de conceitos químicos no Ensino Público de Manaus

Abstract

Several educational theories exist when we refer to the process of teaching and learning science / chemistry, so we chose to work from the Freiriano and Vygotskiano theories on account the perspective of the individual to participate in their learning process and thereby to develop activities that went beyond the traditionalist paths of education and that brought with them a different form of perception of chemical knowledge, turning to the problem issues lived by society. Thus, the objective was to know and analyze the extent to which the problematization, organized in pedagogical moments, would act as a facilitator of the learning of chemical concepts in a group of Public High School in Manaus, with action research as methodology, and experimentation, problematization and discussions themes such as teaching-learning strategies. The results obtained evidenced initially difficulties in the basic scientific knowledge to understand the phenomena, and the constant use of the macroscopic for the explanation of the microscopic. It was possible to perceive the formation of a transitive consciousness, leaving naivety and moving towards criticality, and finally it was evidenced that the problematizing methodology contributed by facilitating the learning of the scientific concepts, acting in the zone of proximal development and allowing the association of the content with the phenomena, also contributing to the posture of the student as a social being.