A prática pedagógica do professor e a aprendizagem de Química em uma Escola de Referência de Barreiros – PE

Abstract

The present study investigated the quality of the teaching and learning process of chemistry in a School of Reference and its possible relation with the pedagogical proposal of this model of school. The proposal of the Pernambuco High School Reference Schools, with a full or half- time offer, has been pointed out as one of the factors that drove the last results of the Basic Education Development Index (IDEB), when the State was among the first in the country, in terms of student performance. These results led to reflections and questions about the quality of teaching in the components not evaluated by the Institute of Educational Studies and Research (INEP), among them, the teaching of chemistry that is the object of this work. The methodological approach used in the research is based on a qualitative approach. It is a case study developed from the analysis of teaching pedagogical practice and students' perception about teaching and learning chemistry. In order to do so, we used as instruments of data collection, the analysis of documents that guide the Reference Schools and the teaching of chemistry, the participant observation in the classes of the discipline and the application of questionnaire to the students. The results show that the School of Reference, per se, does not guarantee the quality of chemistry teaching, although full-time education can be a positive factor. When examining the teaching and learning process of chemistry, other aspects such as infrastructure, the existence of laboratories, the use of diversified didactic resources, and the quality of teaching mediation emerge as determinants of quality. Full-time policies in the state of Pernambuco in secondary schools do not guarantee that all schools have adequate conditions for teaching chemistry. In addition, the result above the planned goal of the state's IDEB does not necessarily mean that other curricular components advance in terms of teaching work conditions and student learning