A paródia no processo de ensino e aprendizagem de Química: a visão da docente e dos discentes

Abstract

The present work investigated the use of parody in the teaching of chemistry and its contributions in the teaching-learning process of the concepts of chemistry. Therefore, it defined as conceptuais reference categories for carrying out the work, the teaching of chemistry, motivation, parody, the feel-think and meaningful learning. This is a qualitative research, of an experimental character, involving students from a Reference School of the State Education Network in the municipality of São José da Coroa Grande /PE, from March to May 2019. The subjects of the research were students from two classes of the 2nd year of high school, in addition to the chemistry teacher. The classes were divided into two groups: the Experimental Group (EG), in which the methodology favored the use of parody in conjunction with a didactic sequence built for this purpose; and the Control Group (CG), which experienced the application of questionnaires, without a different methodological approach. A questionnaire was used at the end of each intervention to evaluate the success rate in both groups, in addition to a semi-structured interview with the teacher and an evaluation of the methodology applied to students at the end of the study. With this, we sought to evaluate the results on the performance of students in different groups, also seeking to capture their perceptions about the use of parody and questionnaires. The results indicate that the use of parody can help in the acquisition of conceptual knowledge of chemistry, when the teaching intervention is planned and organized in a pedagogically based didactic sequence. However, student performance who experienced the parody is not significantly better compared to those who have studied the same content with other teaching methods, on the other hand, in situations where such activities were used, it was possible to observe a greater motivation on the part of students. The results also suggest that the debate and reflection of the parody promote a positive effect on learning, in addition to its playful character, favoring the construction of meaningful learning and contributing to a re- enchantment of the act of learning / teaching