Desenvolvimento de uma sequência didática para abordar o uso da energia solar em aulas de química com alunos do ensino fundamental II

• Ano de defesa: 2024
• Autor(a) principal: Scabelo, Luciene Galvão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Fontes de energia limpa; Educação ambiental; Painel solar; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17980

Recent transformations in the social, cultural, technological, economic, and political spheres have driven educational institutions to adapt more vigorously to the contemporary context. This need for adaptation presents significant challenges both in internal interactions within the school environment and in teaching and learning methods. Within this evolving context, the present research focuses on a qualitative study, based on a didactic sequence structured according to the Three Pedagogical Moments model proposed by Delizoicov, Angotti, and Pernambuco (2011), in alignment with Paulo Freire's Educational Practice (2007). The primary aim of this investigation was to develop a didactic sequence centered on the theme of solar energy, integrating the concepts of renewable energy and sustainability into the chemistry curriculum, a crucial component of the Natural Sciences curriculum. The didactic sequence was implemented with an 8th-grade class from the Ensino Fundamental II at a municipal school in Pinheiros, Espírito Santo. For the field study, twenty meetings were planned, during which the three proposed pedagogical moments were implemented: two dedicated to problematization, nine to the organization of knowledge, and nine to the application of knowledge. Data collection instruments included audio recordings, meticulous records of observations from each meeting, discussion circles, and an initial questionnaire completed by each participating student. Data analysis was conducted according to the principles of qualitative research as established by Bardin (2016), employing a categorization approach to interpret the collected content. The results provided significant contributions to the teaching of chemistry, offering a deeper understanding of the topic in terms of both theoretical knowledge and practical experience with chemical concepts, particularly through the construction of a solar panel.