O uso da sequência didática para inserção do conteúdo ácidos para estudantes de uma escola do campo

Abstract

This work aimed to analyze the contributions of a didactic sequence to the process of teaching and learning the content of inorganic functions - acids for students in the field. It occurred from the construction and application of a didactic sequence, held with 25 students of a class of the 1st year of high school, in a field school, in the second half of the year 2019. Our work is classified as an exploratory research with a qualitative approach. The application of this didactic sequence has shown that the approach of acid content in a dialogue has stimulated the involvement of students with learning, favoring the appropriation of scientific language and facilitating the perception of the relations between chemical knowledge and the sociocultural context of those involved. Given the activities carried out by the students, it was possible to perceive the progress achieved with this teaching strategy, demonstrated through the acquisition of new knowledge of Chemistry manifested during the implementation of the proposed actions, experiment, play and answers to questionnaires. We also inferred that the experience of the sequence made it possible to evaluate differentiated levels of understanding of the concepts constructed and we found that there was a greater interest in the classes, because the students were motivated, approving the proposal in a positive way. With this, we realized that the activities enabled the production of knowledge, helping them in the decisions to exercise their citizenship.