Avaliação sobre as concepções e avanços das “metodologias ativas” no ensino de Química na etapa do ensino médio: um estudo de caso na rede pública

Abstract

The present assignment aims to discuss the conceptions of chemistry teachers from the public school system about the pedagogical mediations carried out through active methodologies. In addition, it also aims to present a theoretical survey of the advances of active methodologies over time, emphasizing their history and concepts, as well as the importance of application in the classroom, moreover, to listing the most common ones, which make teaching more attractive and meaningful. The methodological approach used is based on a qualitative study, in which interviews were conducted with professors who had already made use of some active methodology as chemistry professors and to discuss the answers, verifying the impacts of these methodologies on teaching and learning. The research sample consisted of 10 teachers from the public school system, who teach chemistry in high school. In conclusion, it was identified that the results are favorable to teaching-learning when active methodologies are used, it should mention that, among the identified practices, five most frequent forms were mentioned, with Gamification being the most emphasized.