Além da teoria: um olhar sobre a realização de aulas práticas de química em escolas da CREDE 13

Abstract

Experimentation, as a pedagogical tool, presents itself as a promising alternative to support the teaching-learning process. However, the implementation of practical classes still faces significant obstacles, related to the lack of adequate infrastructure, limited time for the preparation and execution of classes, and teacher training. In this context, the present study aimed to map the implementation of practical classes in state high schools under the jurisdiction of the 13th Regional Coordination for Educational Development (CREDE 13). To this end, an exploratory study was conducted, involving two main phases. The first phase consisted of a quantitative questionnaire aimed at collecting information about teacher training, school infrastructure, and the frequency of practical classes. The second phase involved a semi-structured interview, of a qualitative nature, aimed at understanding the dynamics and challenges faced during the implementation of these classes. Discursive textual analysis was employed as an analytical tool for interpreting the collected data. The results indicated a promising scenario in terms of teacher qualifications, with all teachers holding a degree and most having postgraduate education and participating in continuing education programs in the last two years. Regarding infrastructure, most schools have adequate laboratories, and 80% of the teachers conduct practical classes, predominantly of a demonstrative nature, at least once a month. However, structural and pedagogical challenges were noted that compromise the full utilization of the laboratories, such as the lack of materials and equipment, the heavy workload of teachers, overcrowded classrooms, and the limited number of Chemistry classes in the curriculum. It was also found that most teachers do not assign post-lab activities to students, which limits the effective construction of knowledge. From this perspective, the present study highlighted the need to adopt methodologies that encourage active student participation, such as investigative experimentation, and to incorporate post-lab activities for the effective construction of knowledge.