Ensino de química por investigação: evidenciando indicadores da alfabetização científica a partir da SEI no ensino médio

Abstract

The National Common Curricular Base - BNCC proposes, within the scope of the Natural Sciences area in the elementary and high school stages, the use of investigave activities, in which students can reflect, plan and execute procedures in a cooperative way, disclosing, final, the results of their investigations, contributing to the development of Scientific Literacy (AC). Thus, allowing them to learn to understand the phenomena that occur in their daily lives and to interrelate them with the scientific area through decision-making, acting as active participants in the construction of scientific knowledge, leading them to practice their citizenship in an active way is responsable. Given this thought, the present study aims to identify AC indicators through a Sequence of Teaching by Investigation (SEI), from a daily problem-situation that addresses the circumstances that involve the chemical balance in the formation of stalactites and stalagmites in a marble cave from Martins, known as Casa de Pedra. The research describes a pedagogical incursion based on the experiences lived during the Supervised Teaching Internship IV, in the degree course in Chemistry at Campus Pau dos Ferros of IFRN, in a class of the second year of high school at Escola Estadual Dr. Joaquim Inácio, located in the city of Martins/RN, composed of 22 students. Thus, action-research procedures were adopted, with a qualitative character, in relation to data analysis. The activities carried out showed a student as the focus of the teaching and learning process, where students were able to reflect in an investigative way on the study of chemical balance relating to issues of their daily life, being possible to expose their ideas and points of view, in order to involve them. them more effectively in this process of seeking knowledge. Thus, it is concluded that investigative activities that use problem situations favor AC and students' autonomy in the construction of their learning.