https://repositorio.ifpe.edu.br/xmlui/handle/123456789/447 2026-05-22T23:57:40Z 2026-05-22T23:57:40Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2177 2026-05-15T06:00:26Z 2026-04-08T00:00:00Z

Levantamento de práticas experimentais aplicáveis ao ensino de Química Geral, Inorgânica e Ambiental no Ensino Médio. Chemistry teaching in High School is marked by challenges related to the abstract nature of the content, the difficulty in articulating theory and practice, and the predominance of methodologies centered on the transmission of information. In this context, experimentation emerges as a relevant pedagogical strategy to promote meaningful learning and the development of scientific competencies. This study aimed to conduct a bibliographic survey of experimental practices applicable to Chemistry teaching in Basic Education, analyzing their pedagogical potential and their possibilities for classroom implementation. The research is characterized by the selection of academic publications that present experimental alternatives suitable for application in General and Inorganic Chemistry classes at the High School level. The selection criteria included the scientific relevance of the studies, the use of low-cost alternative materials, the feasibility of implementation in the school context, and the presence of investigative and contextualized approaches from the STSE perspective (Science, Technology, Society, and Environment). A total of 19 studies were selected and organized according to the thematic contents addressed. The results indicate that experimental practices contribute to the understanding of abstract concepts, promote the integration between theory and practice, and stimulate the development of skills such as argumentation, autonomy, and critical thinking. It is concluded that experimentation, when guided by pedagogical intentionality and appropriate teacher mediation, constitutes a fundamental resource for strengthening the teaching-learning process in Chemistry.

2026-04-08T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/2172 2026-05-15T06:01:19Z 2026-04-01T00:00:00Z

Carboidratos nos rótulos de alimentos: uma abordagem química para o consumo consciente A alimentação influencia diretamente a saúde e o bem-estar, sendo tema relevante em diferentes áreas do conhecimento. Os carboidratos, como principal fonte de energia, destacam-se nesse contexto. O ensino de Química funciona como ponte entre conceitos científicos e a realidade cotidiana dos estudantes, possibilitando uma compreensão crítica da leitura de rótulos alimentares, na interface Ciência, Tecnologia, Sociedade e Ambiente (CTSA). Este trabalho buscou analisar como o conhecimento químico sobre os carboidratos pode ser utilizado como ferramenta para promover a leitura crítica de rótulos e incentivar o consumo consciente. A pesquisa adotou abordagem qualitativa, descritiva e exploratória, aplicando uma sequência didática em duas turmas do 3º ano do Ensino Médio. Os estudantes analisaram rótulos nutricionais, discutiram a importância dos carboidratos para a saúde, classificaram seus tipos e participaram de um quiz interativo no Kahoot!. Os resultados evidenciaram avanços na interpretação de rótulos, compreensão dos riscos do consumo excessivo de açúcares simples e valorização de escolhas alimentares mais conscientes. A fundamentação teórica integra Química, Educação e Sociedade, articulando ciência e perspectiva CTSA, transformando o conhecimento científico em ferramenta pedagógica. Conclui-se que a metodologia promoveu efetivamente a leitura crítica de rótulos e incentivou práticas de consumo consciente, contribuindo para a formação cidadã dos estudantes.

2026-04-01T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1985 2026-02-11T06:01:05Z 2025-10-03T00:00:00Z

A importância dos metais de transição para o organismo vivo: análise da temática nos livros didáticos do Ensino Médio e uma alternativa para o processo de ensino aprendizagem This work aims to highlight the importance of transition metals for the human organism, proposing an interdisciplinary approach between Chemistry and Biology as an alternative in the teaching-learning process in High School. The research, qualitative and bibliographic in nature, diagnoses nine textbooks used in High School regarding how they address this theme, highlighting the superficiality with which transition metals are presented, generally restricted to structural and technological aspects, without exploring their essential biological functions. The study demonstrates that elements such as iron, zinc, copper, and cobalt play crucial roles in the maintenance of life, being involved in fundamental metabolic processes. The absence of contextualization and interdisciplinarity in the teaching of these contents contributes to the students' lack of interest in Chemistry. As an alternative, the work proposes an active and contextualized methodology through a lesson plan, aiming to promote more meaningful learning connected to the students' reality. It is concluded that valuing themes such as transition metals, with an emphasis on their biological implications, can awaken greater interest in the students and thus aid in the teaching-learning process of Chemistry.

2025-10-03T00:00:00Z https://repositorio.ifpe.edu.br/xmlui/handle/123456789/1930 2025-12-04T06:01:05Z 2025-10-02T00:00:00Z

Da Licenciatura à prática docente: contribuições da formação inicial no processo de construção da identidade do professor de Química Over the past few decades, teacher training has become a consolidated subject of study in various educational spheres. Studies developed since the 1990s have made teacher training the focus of intense debate. From this perspective, this study aimed to analyze the contributions of initial teacher training to the process of constructing the identity of Chemistry teachers. This research adopts a qualitative, exploratory, and non-structural approach. Data collection involved the use of a mixed-method questionnaire (Gil, 2021) online, using the Google Forms platform. The information obtained through the questionnaire was interpreted based on a priori analytical categories, considering the correspondence between the study objectives and the questions posed to the participants, undergraduate Chemistry students. Data analysis was based on the content analysis proposed by Bardin (2016). Response organization and analysis considered the previously listed categories: Undergraduate Teachers' Conceptions of Teacher Identity; Influence of the Teacher Trainer; Contributions of the Training Process Offered by the Investigated Program; and Knowledge of the Course Pedagogical Plan. The findings of this study revealed that recognizing and valuing these experiences is essential for developing teachers who are more aware, committed, and prepared for the challenges inherent in the chemistry teaching-learning process.

2025-10-02T00:00:00Z