Arte e química: o uso do teatro como ferramenta interdisciplinar para tornar o ensino de química mais atraente aos estudantes da primeira série do ensino médio

• Ano de defesa: 2019
• Autor(a) principal: Costa, Francisco José da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Arte; Química - Estudo e ensino; Teatro; Aprendizagem colaborativa
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/43487

In the current context, the teaching of Chemistry in high school has become the object of study of many researchers in the educational area, because it is a subject in which students have many learning difficulties, related to the lack of dynamism and decontextualization of contents in the classroom. This work presents a qualitative and exploratory research, of applied category, that uses the theater as interdisciplinary and collaborative methodology promoting a more attractive teaching of Chemistry for the students and a more effective learning of the contents of Chemistry in high school. The research was applied in a class of the first grade of High School in a state school of Professional Education, in the State of Ceará. The methodology included a sequence of actions, such as the application of an initial questionnaire to collect profile data and students' perceptions about the teaching of chemistry, sensitization and adherence of the class and teachers to the proposed methodology, production and presentation of plays by the students, discussion about the concepts taught in the plays in virtual learning room, questionnaire application to identify the acceptance of the methodology and the acquired learning, and final evaluation through group processing. The results showed that using theater in class can make Chemistry teaching more attractive, contextualised, dynamic and flexible, evidenced by the students' positive acceptance of the theater, and more effective and critical learning demonstration of the contents taught during discussions of the concepts presented in the plays. It was also verified that quantitatively and qualitatively there was a greater understanding of the contents of Chemistry and that theater can develop protagonism, co-responsibility and collaborative learning.