Aulas experimentais no ensino da Química: aprendizagem e inclusão

Abstract

During the training period, future teachers are faced with the concern of what their professional practice will be like and how to motivate their students, especially knowing that most of them consider the contents of Chemistry to be difficult. The challenge, therefore, for the high school teacher, is how to make the teaching of this subject pleasurable, thought-provoking and motivate students to discover this area of knowledge. One of the alternatives discussed by teachers and researchers is to contextualize the contents taught with the reality of the student, for example, using experimental classes. Given this context, this work aims, in general, to analyze the contributions of experimental classes in the teaching and learning of chemistry content in high school, starting from bibliographic research in databases, articles, and published books and, through the results obtained in the experience of the supervised internship, in order to identify whether there are contributions of this methodology from the perspective of teachers and students. In addition, we seek to analyze contributions brought to students with disabilities when using experimental classes and assistive technology (AT) resources. The expectation is that, in these laboratory classes, students will go from mere spectators/observers and come to experience and reflect on chemistry concepts in situations that are happening in their daily lives. The methodology used had as its starting point bibliographical research, with a central theme in the teaching of chemistry through practical classes (experimental classes) and thinking about the inclusion of students with disabilities. For this purpose, the work on screen presents a little of the history of chemistry teaching in Brazil; history and addresses difficulties in the training and practice of chemistry teachers, in the context of Brazilian schools; addresses the essential role that experimentation provides to the teaching of Chemistry and, finally, addresses the inclusion of students with disabilities. The focus on inclusion is due to participation in a course on INCLUSIVE SCHOOL on the EDUCARE portal (EDUCARE, 2022). As this work was developed, it was possible to perceive issues more intrinsic to the central theme and to the experience in experimental classes, both due to chemistry and its contents, and due to the structural reality of high schools and the training of chemistry patients. in Brazil. Finally, the intervention carried out in the supervised internship and the reading of the selected material lead to the following considerations: 1- it was possible to perceive that experimentation is presented as an important way of teaching chemistry, although not all the authors surveyed agree with this; 2- that licensure courses need to be adapted to meet the demands of an inclusive school; 3- the results of the intervention, during the internship period, allowed us to observe that there was a differentiated contribution, in terms of learning, of the contents taught through the classes with laboratory experiments and that this methodology provided greater interaction, arousing the interest of students , enabling improvement in knowledge and content learning.