Inovação no ensino de Química: a ecologia de saberes na abordagem metodológica

Abstract

The present work investigated the contributions of the use of different languages in the teaching and learning process of Chemistry, identifying the oretical aspects that could base this teaching practice and examining evidence of the impact of this methodology on students' learning, interest and curiosity. For this, we take as central categories the methodological innovation in the teaching of Chemistry; the ecology of knowledge; the feeling-thinking; and teacher/student interaction. We adopted as a field of investigation a school of the state network of the municipality of Barreiros/PE, having as subject students and teachers of Chemistry in High School. From the methodological point of view, we favor the qualitative approach as the most adequate for the research. It is a case study developed from the analysis of teaching pedagogical practice, using as data collection instruments the participant observation in the classroom, the semi-structured interview with the teacher and the questionnaire applied to the students. The results of this work indicate a great acceptance and appreciation of the methodology used by the teacher, contributing to the awakening of interest, performance and learning, according to the students' vision. They also point to a greater need for daily interaction of students with this type of pedagogical activity. Were important, as potentialists of the seresults, aspects pertinent to the ecology of knowledge, to transdisciplinarity and to interdisciplinarity as epistemologies implicit in the practice of the teacher to promote the approximation and articulation between the different types of knowledge; to educate to the sensitive, through the feeling-thinking, from the use of artistic languages in the pedagogical activities, allowing the encounter between reason and feeling in the education al process, besides the teacher/student interaction in the context of the education al practices, once the good relationship in the classroom both favored theteacher's practice and also influenced it