Abordagem sobre solução química e livros didáticos de Química do Ensino Médio aprovados no PNLD/2018: uma análise a partir do ensino e aprendizagem baseados nas resoluções de problemas

Abstract

This work aims to characterize the statements of the questions on Chemical Solutions in Didactic Books of Chemistry of Secondary School approved in the PNLD / 2018, according to Freire and Silva (2013), according to the characteristics of Teaching and Learning based on Problem Solving (EABRP); Batinga (2010); Pozo and Crespo (1998) and Lopes (1994). For this, we adopted the following methodological procedure: 1) Bibliographic survey, 2) Selection of research data, 3) Analysis of Questions and 4) Transformation of some Exercises in Problems. The present study is close to a qualitative exploratory level research, and as to the procedure, it consists of a documentary research. For the analysis of the didactic unit on Chemical Solutions, some questions / criteria were elaborated to examine the texts, illustrations and statements of the questions presented in 6 Chemistry textbooks. Then, the statements characterized as exercises according to Lopes (1994) were transformed into potential school-type problems (Pozo and Crespo, 1998, Freire and Silva, 2013). The results showed that: the identification of questions about Chemical Solutions and their analysis indicated that these presented characteristics of exercises, according to Pozo and Crespo (1998) and Lopes (1994): emphasize teaching learning through memorization and repetition of algorithms, without take into account context. After identifying and analyzing these issues, it was sought to transform them into potential problems, that is, by making issues in open statements, removing the guidelines that would facilitate immediate resolution, giving scope for diverse strategies and resolutions, and inserting a context that approximates the statement of the reality of the students (POZO and CRESPO, 1998). Finally, this research led to the insertion of the EABRP to address the content of chemical solutions in high school textbooks, contextualizing different situations, adding themes related to students' daily life, with the purpose of making them able to recognize the chemical content inserted in diverse situations, in order to stimulate the students' cognitive activities during their process of knowledge construction and taking care of the orientations of the NCPs that foresee the formation of critical and active citizens in the resolution of daily problems from scientific knowledge.