O conteúdo de polímeros no livro didático do ensino médio, e seu ensino, na perspectiva de uma abordagem contextualizada

• Ano de defesa: 2016
• Autor(a) principal: Moreira, Walace Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Experimentação; Livros didáticos; Polímeros
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/21911

This work had as objective: to analyze the content addressed in the textbooks of Chemistry of High School on the subject of polymers; Prepare a guide of experimental demonstrations on the subject that can be used by high school teachers; And to carry out a pedagogical intervention in a 3rd grade class at a public school. For the analysis of textbooks, volume 3 was chosen, which was proposed by the National Textbook Plan (PNLD / 2015). This was of a quantitative nature and had as reference the proposed model of Bardin. In the same it was evaluated how the books approach the specific content on the subject polymers and as well as the approach through generating themes. After analyzing the textbooks, a guide of experimental demonstrations was prepared, with reference to the contextualization of the subject under study, which can be used by high school teachers when approaching the topic of polymers. Following the elaboration of the material, a pedagogical intervention was carried out in a class of 3rd year of High School, of a public school located in the municipality of Ipu-CE. This intervention was based on the material formulated by the researcher. At the end, a Likert scale questionnaire was applied in order to verify the degree of satisfaction of the students about the intervention performed in the classroom. In general, it was observed that all the textbooks analyzed deal with the topic of polymers in their collections, however they have deficiencies in approaching it in a contextualized way, as in most of the analyzed collections, it was noticed that there is a small number of demonstrations The same. Also, through the application of the pedagogical intervention, it was observed that by working on the theme in a contextualized way, combined with the use of experimentation, teaching-learning becomes more effective, so this combination of methodological practices becomes a potentiator of teacher making.