Divulgação cientifica através do Instagram: uma aplicação no ensino médio da Educação de Jovens e Adultos (EJA) para o ensino de Química

Abstract

Given the rapid evolution of languages and forms of communication, society has undergone different transformations. These transformations have impacted society, mainly through social networks. Among social networks, Instagram is one of the fastest growing networks today, reaching even more users daily, reaching all audiences, ranging from young people to the elderly. Relating this social network with Science can be a facilitating resource for understanding Chemistry, since many students are interested, but few actually manage to understand it. On the other hand, Scientific Dissemination aims to bring these two worlds, technology and science, closer together, providing a clearer vision and language of scientific texts so that many can understand Science in a simpler way and enabling access for those who do not have it. . In this sense, the objective of this research was to carry out an analysis of how Instagram pages, which promote scientific dissemination, can assist in the learning process of Youth and Adult Education (EJA) students. EJA is a modality that is part of basic education and is offered to young people, adults and the elderly who did not have the opportunity to attend regular education in a timely manner. Thus, descriptive research was developed in the form of a field study, being approached from a qualitative perspective, carried out in three stages (Conversation circle about what students understood by scientific dissemination; Survey of profiles within Instagram that promote scientific dissemination; Evaluation questionnaire). The research was applied to students in the 3rd year of high school at EJA, from a state public school, located in Cabo de Santo Agostinho, Pernambuco. Data collection occurred through audio recordings and a questionnaire. The results show that EJA students have significant difficulties when it comes to Chemistry and Science as a whole, where some were unable to relate scientific texts with everyday content or examples, although other students were coherent in their answers. As for the answers to the questionnaire, which related posts to learning, it was also noted that students had difficulty seeing a DC on Instagram, but there were satisfactory responses that showed the potential use of the platform to carry out DC and assist in learning the Chemical.