| Resumo: |
This study seeks to reveal possible associations between the use of experimentation in the teaching of chemistry in full-time Centros de Estudo Educa Mais (CEMs), located in São Luís, Maranhão (MA), and the teachers' conceptions about the importance, approaches, purposes and challenges of this pedagogical strategy, focusing on the experiences of these professionals and aspects related to their training. As a scope of the research, a sample composed of eight high school chemistry teachers who work in these centers was demarcated. A qualitative study was carried out, with an applied nature, of the explanatory/descriptive type and with a phenomenological basis. For data collection, semi-structured interviews were used as an instrument, with an average duration of 60 minutes. As a methodology for data analysis, a Textual Discourse Analysis (TDA) was used, which resulted in the emergence of the following categories: Profile of the teachers investigated; The appropriation of experimentation through experiences; Motivation for experimentation; Use of experimentation at CEMs; and Teachers' conceptions about the use of experimentation. The most frequent conceptions in the reports of the teachers investigated for the use of experimentation were: it has the function of proving and/or demonstrating content seen in the classroom; it contributes to motivating students; and promoting contextualization in the teaching of chemistry. The different conceptions explained by the teachers about the use of experimentation were appropriated mainly through their training experiences, and most of them have simplistic and outdated characteristics that need to be overcome. The results also show that, despite the existence of laboratories in the CEMs, there are some factors that hinder the regular use of experimentation in them, such as the lack and difficulty of maintenance of materials and equipment; the lack of time and of a technician to organize a laboratory However, the teachers have made efforts to overcome them, so that experimental activities, especially in the modalities of verification and demonstration have been carried out, since they understand that this pedagogical tool can contribute effectively to the teaching and learning process, enabling the construction of scientific knowledge by students. |
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