Instagram e ensino de Química: análise de alguns perfis destinados a abordagem de conhecimentos químicos na rede social.

Abstract

The use of the Internet and social networks is increasingly widespread, especially among young people, while traditional teaching methods become less efficient, as they do not motivate students. Based on this relationship, this work aims to: (i) analyze the dynamics of Instagram profiles management aimed at approaching Chemistry, aiming at conceptual discussion, and (ii) evaluate the potential of some publications present in the feeds of these profiles for the learning chemistry concepts. We seek to answer the following research problem: does Instagram have the potential to contribute to the learning of Chemistry? As a theoretical reference, the work addresses three main topics: scientific dissemination, internet and social networks and social networks and the teaching of chemistry, to better understand the role of the scientific disseminator in society, what are the impacts that social networks cause on people and what are the main contributions to the teaching of Chemistry when linked to scientific dissemination and these networks. Then, we present the view of some teachers on the use of social networks in education, in which we realize that they support the use and report the need for training so that networks are properly considered, so that they can contribute to teaching. . The methodology follows a qualitative approach and is divided into four stages, namely: selection of profiles to be analyzed, questionnaires with those responsible for the profiles, analysis of the last twenty publications of each profile, bringing a detailed discussion of how their publications contribute to the Chemistry learning, and, finally, a general analysis, in order to compare and indicate how each one can be used in the learning process. Seven profiles that address Chemistry on Instagram were selected, and in four of them, we obtained answers to the questionnaire. From the analysis, we can understand how profiles are managed, what are their main motivations, difficulties and the process of preparing publications, based on the perceptions that each profile has of the preferences of its followers. Then, we analyzed the last twenty publications of each profile and it was possible to conclude that the analyzed profiles have the potential to contribute to the learning process. We point out, in the stage of general analysis of the profiles, how publications can be used in Chemistry classes, considering the possibilities of reviewing concepts, curiosities that relate Chemistry and everyday life, and the use of "memes" for moments of playfulness in the classroom. Chemistry classes. Finally, we conclude that Instagram has the potential to contribute to the learning of Chemistry, however, for this and other social networks to be used, it is necessary to work with teachers on the means for such use, aiming at a qualification for the use of networks in education.