ENSINO DE QUÍMICA PARA JOVENS E ADULTOS PRIVADOS DE LIBERDADE: O JOGO COMO RECURSO DIDÁTICO

• Ano de defesa: 2018
• Autor(a) principal: Rodrigues, Fernando José
• Orientador(a): Rosa, Marcos Roberto da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática (Mestrado Profissional)
• Departamento: Unicentro::Departamento de Biologia; Unicentro::Departamento de Matemática; Unicentro::Departamento de Química; Unicentro::Departamento de Física; Unicentro::Departamento de Ciências Exatas e de Tecnologia; Unicentro::Departamento de Ciências Agrárias e Ambientais
• País: Brasil
• Palavras-chave em Português: Educação Prisional; Experimentação; Atividades Lúdicas; Ensino de Química
• Palavras-chave em Inglês: Prison Education; Experimentation; Ludic activities; Chemistry teaching
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM; MATEMATICA::MATEMATICA APLICADA; OUTROS::CIENCIAS
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1248

Young people and adults deprived of their liberty have many difficulties in learning the contents of chemistry discipline in the school grid often resulting in dropouts and consequent abandonment of discipline. It proposes through this work to verify the use of ludic activities with an experimental character in students enrolled in the chemistry discipline of the Nova Visão – State Center of Basic Education for Young and Adults, which attends students deprived of their liberty in the city of Guarapuava, PR. These activities make it possible to teach chemistry in a contextualized way stimulating the participation of students as it is a game with experiences, promoting interaction, cooperation and creativity of these students. This game was prepared with alternative materials of low cost that are present in the daily life and that they have entrance allowed in the prison unities. For data collection, questionnaires were applied before and after the activity development to evaluate how it has contributed for teaching acids and bases for this group of students. It is also emphasized that this is a qualitative interventionist research based on the conceptions of meaningful learning of Ausubel. It has noticed that the activity aroused great interest of students and passed in a quiet way in an environment of collaboration and interaction among all the participants. The activity fulfilled its role of teaching, through a game constructed with alternative materials and solutions found easily in everyday life, to teach about acids and bases, their definitions, properties, utilities and formulas.