Levantamento de práticas experimentais aplicáveis ao ensino de Química Geral, Inorgânica e Ambiental no Ensino Médio.

Abstract

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.