Análise das inteligências múltiplas em uma aula de conscientização sobre o uso de inalantes

Abstract

The teacher in his pedagogical practice encounters many difficulties, such as overcrowded rooms, lack of laboratories and material resources. In Chemistry Teaching, there is still the prejudice with the subject and the lack of interest of the students. The current teaching system is based on linguistic and mathematical intelligences. Howard Gardner proposed a pluralistic view of the human mind, where the individual has multiple potentialities. In the Theory of Multiple Intelligences, Gardner initially presented seven intelligences: logical-mathematical, linguistic, musical, spatial, body-kinesthetic, interpersonal, and intrapersonal. According to Theory, every individual has all the intelligences but people have more prominence in some intelligences than in other ones. Moreover, intelligences are independent of each other, so the combination of the intelligences of each individual will define their way of learning and their way of demonstrating what has been learned. It is relevant to a meaningful learning the use of daily facts aiming to facilitate the construction of the scholar knowledge. As the number of young drug users is increasing, especially in the use of inhalants, an awareness-raising work on the use of inhalants has been carried out in an organic chemistry review class. A questionnaire was applied to obtain the profile of the Multiple Intelligences present in the classes and then opened space for demonstration of them. We analyzed the Multiple Intelligences present in the classes and correlated with the works presented by the students. It was observed that Multiple Intelligences Theory collaborates in the sense of making the teacher think in different pedagogical proposals and of evaluation even if there is a difficulty due to the amount of content to be worked and the little time to be fulfilled. The Theory of Multiple Intelligences shows itself as a facilitating tool for teachers to collaborate positively in the construction of students' school knowledge.