Licenciatura em Química
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/740
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Item Aplicativos móveis no ensino de química para alunos surdos(2022-06-27) Jean, Alice Hedwiges Rodrigues; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356With the great technological evolution experienced in contemporary times, one of the challenges facing the teacher is the use of technologies in the classroom. Particularly for the implementation of inclusive education, greater support is needed for teachers and students, given that subjects such as Chemistry are considered complex. The study presented here aimed to answer the following research problem: Which mobile applications for the deaf have been used in the teaching of Chemistry? To answer it, we had, as a general objective: to map the mobile applications aimed at deaf students that have been used in the teaching of Chemistry. The research is exploratory, with a bibliographic review being carried out to search for scientific productions that dealt with the subject in question. The review was carried out on the Google Academic and Capes Periodical platforms, using the following descriptors: “applications” combined with “teaching of Chemistry” and “deaf students”, delimiting the time interval between 2017 and 2022. The results found show that didactic resources are still incipient, especially applications, used in Chemistry Teaching, and most of these do not deal with specific contents of Chemistry, but bring such contents translated into Brazilian Sign Language. In addition, a good part of the studies found dealt with themes directed to High School, with few productions for the teaching of Chemistry in Elementary School. Therefore, for inclusive education to be enhanced, new investments and research are needed on the specificities for the teaching and learning of deaf students, as well as the training of professionals (teachers, interpreters) who work directly with this public, promoting the development of new technologies and studies that can promote the learning of these students.Item Atividades experimentais no ensino de química: o olhar dos estudantes em uma escola pública de Manaus(2022-06-29) Simão, Karolyn Rabech Silva; Magalhães, Mayara Letícia Paiva; http://lattes.cnpq.br/8774951816729767; Magalhães, Mayara Letícia Paiva; http://lattes.cnpq.br/8774951816729767; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106This research seeks to contribute to the improvement in the teaching and learning of chemistry, through the use of experimental activities with students from the 1st year of high school in a public school in Manaus. It seeks, therefore, to provide an understanding of chemical phenomena through experimental activities, perform an analysis of the students' view of the practice of these phenomena in the classroom and present a proposal for the use of simple experimental activities with low-cost materials. The research is characterized as a descriptive and exploratory study, with a qualitative and quantitative approach. As instruments of data collection, questionnaires were applied and the data were expressed in graphs. As a result of this research we can report how experimentation in teaching is of fundamental importance for meaningful learning, awakening a strong interest among students, and being one of the fundamental tools for the teaching-learning process. These results were evidenced by the students' view of the experience of participating in the proposed practical class.Item Atividades experimentais no ensino de química: relato de experiência no programa de residência pedagógica(2022-06-27) Oliveira Neta, Maria Isabel Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Silva, Eliseanne Lima da; http://lattes.cnpq.br/4097810792970757Item Atividades práticas ressaltando aspectos químicos estruturais por meio do uso das plantas alimentícias não convencionais (PANC)(2021-04-06) Ribeiro Neto, Flávio de Mattos; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Oliveira, Adriano Teixeira de; http://lattes.cnpq.br/9164471794674935; Peixoto, Elisabet AfonsoThe school's search to promote meaningful teaching processes increasingly requires didactic resources that promote the relationship between theory and practice associated with the student's daily life. One way to motivate such processes is to use Non Conventional Food Plants (PANC) in the classroom. Given the above, the objective of this work is to build a proposal for teaching chemistry to students of Youth and Adult Education (EJA), in order to highlight the relationship between the composition of the material and the PANC. This study had a qualitative approach, being applied through action research with an EJA high school class at a State School in Manaus. The instruments for collecting and verifying learning occurred through diagnostic questionnaires and the intervention took place in four stages. The results showed that the students were unaware of the PANC and consequently did not know that they are excellent sources of nutrients and that they can be used in food. It has also been proven that it is possible to use PANC in chemistry classes, contextualizing the relationship between nutrients and the composition of matter. The integration of this knowledge associated with the “atomAR” software was significant for the students, as it helped in the understanding of the chemical elements, represented by the Rutherford-Bohr atomic model.Item Avaliação e ensino de química no contexto do ensino médio: o que nos dizem os ENPEC’s?(2021-04-06) Lima, Edilane Barboza; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Silva, Rilda Simone Maia da; http://lattes.cnpq.br/9226835468850893This monograph addresses the theme of assessment in the teaching of chemistry. It started from the following problematization: how is the evaluation of the teaching of Chemistry disseminated and communicated at the National Research Meetings in Science Education (ENPEC) in the period from 2011 to 2017 ?. Theoretical discussions and dialogues on learning assessment subsidized by Luckesi (1998), Libâneo (1990) and Hoffmann (2005) were incorporated in this study. The general objective was to analyze the studies referring to the evaluation and teaching of chemistry in the context of high school. To achieve this general objective, the evaluation of learning in the teaching of Chemistry in the context of high school was discussed and the conceptions of the works presented in the thematic axis Assessment and Education in Sciences of the ENPEC's were identified in the period from 2011 to 2017. This study is justified primarily by the Brazilian educational policy that still spreads the classificatory and meritocratic model. At the same time, it was found, through a survey at the Brazilian Digital Library of Theses and Dissertations (BDTD), a minor number of works published with the theme of Assessment of Learning in Chemistry Teaching in the context of high school, both in BDTD and in the ENPEC's Minutes. Therefore, it is a theme that lacks theoretical and methodological densification and deepening. The study's corpus was made up of the ENPEC’s minutes as documents forged by researchers, teachers and scholars in the area of science education. In the analysis it was found that of the 108 works selected within the theme of Evaluation and Education in Science, only four (4) were aimed at Learning Assessment in the Teaching of Chemistry. We verified the approach of different conceptions of evaluation, showing the predominance of a discourse in defense of overcoming the traditional evaluation model. The study requires further investigation of the evaluation of science education in the context of high school.Item Circuito de química inorgânica: uma aplicação do jogo didático no programa de iniciação à docência (PIBID)(2021-12-16) Rodrigues, Agnes Bentes; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Melo, Ana Claudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Heliamara Paixão Filizola; Pardo, Clara Ximena Lourido; http://lattes.cnpq.br/9222474513958838Awakening students' interest in learning has become a challenge for educators. In recent years, education has gone through great positive transformations, and games have gained more and more space as a mediating instrument for teaching chemistry learning, that is, recreational activities are increasingly being used as a tool to awaken student interest content, and thus promote greater enjoyment of learning in the classroom. Therefore, in this work a game was made and applied with the aim of being a teaching tool for a high school class. For this, a qualitative research was used, in which data were carried out and surveyed through the application of questionnaires. The making and application of a game resulted in the awakening of students' interest in the chemistry discipline and also led to collaboration and participation, which were not perceived in purely theoretical classes. And so, we can consider that a survey served as a stimulus to educators and students in the use of games in classrooms.Item Como me tornei um pesquisador e professor de química(2023-12-06) Ferreira, Anderson da Silva; Bezerra, Jaqueline de Araujo; http://lattes.cnpq.br/4616893220707322; Bezerra, Jaqueline de Araújo; http://lattes.cnpq.br/4616893220707322; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178Autobiographical research, which can be in the form of: Life Stories, Biographies, Autobiographies, Memorials. Use a variety of sources, such as narratives, oral history, photos, videos, films, diaries, documents in general, confirming that you are dependent on memory. It uses various sources, such as narratives, oral history, photos, videos, films, diaries, documents in general, and recognizes itself as dependent on memory. Therefore, this work is an autobiography aiming to discuss my trajectory as a researcher and Science/Chemistry teacher in training, being divided into three chapters: (1) my personal life and complete school and academic trajectory (2) description of all my work during the supervised internship and residency in the chemistry degree course (3) my life's relationship with research. Finally, i clarify the main points of the narrative that contributed or hindered the process of training a teacher/researcher.Item Contribuições da abordagem CTS no ensino de química: uma possibilidade para a educação de jovens e adultos(2023-12-06) França Júnior, Antônio de Andrade; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Oliveira, Lyege Magalhães; http://lattes.cnpq.br/6690728944762905This course conclusion work is the result of an exploratory bibliographical research that analyzes the contributions of the Science, Technology and Society (CTS) approach to chemistry teaching, especially in Youth and Adult Education (EJA). Seeking to answer how the CTS approach can contribute to teaching and learning in chemistry. The research uses a qualitative approach. The content analysis was developed according to Bardin (2016). To this end, this study verified the need and possibilities of the CTS approach in teaching chemistry for the formation of critical and reflective citizens. Therefore, the results show that the use of the CTS movement as a teaching resource in chemistry classes contributes significantly for a better understanding of chemistry concepts.Item Contribuições dos programas PIBID e residência pedagógica para formação inicial de uma acadêmica do curso de Licenciatura em Química do Instituto Federal Do Amazonas Campus Manaus Centro(2021-08-09) Oliveira, Evelyn Ferreira de; Souza, Heliamara Paixão Filizola; Souza, Heliamara Paixão Filizola; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046; Souza, Fabrício Filizola; http://lattes.cnpq.br/9552195362058392This work presentes my experiences in two high school institutions of the Manaus State Education Network – AM, during the Institutional Program for Teaching Scholarships (Pibid) and the Pedagogical Residency that took place in 2017 na 2018/2019, respectively. The research aimed to understand how the experiences in the Pibid and Pedagogical Residency programs contribute to ny initial training as a student of the Licentiate Degree in Chemistry at the Federal Institute of Education, Science and Technology of Amazonas, Campus Manaus Center. During the immersion in the school environment, observation and interaction with students, teachers and the entire school community, I used the training memorial as a self-training instrument. Participation in the Pibid and Pedagogical Residency programs allowed the approximation and familiarization with the profession, through observation and conducting in the school environment, made possible the Exchange of experience with more experienced teachers trained in chemistry. Therefore, teacher training programs are designed to enhance the teaching profession by validating the knowledge acquired by elemenatry school teachers throughout their careers and placing them as co-trainers of new teachers. In addition, they contributed positively to the initial training of future teachers, leaving them more secure in the role of teacher, enabling them to atribute new meanings to the teaching profession and bringing conviction to the choice of profession.Item Cupulate nas aulas de química: uma proposta de sequência didática para o ensino de lipídios baseada nos princípios da pedagogia histórico-crítica(2023-12-04) Duarte, Sônia Mendes; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Almeida, Luene Cristina Santos de; http://lattes.cnpq.br/7134813091920240; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046The present work aims to promote the learning of lipid content, from the chemistry discipline, for students in the 3rd year of regular high school through a proposal for a didactic sequence, based on the principles of Dermeval Saviani's historical-critical pedagogy. Therefore, we sought to answer the question: how could a didactic sequence, based on the principles of historical-critical pedagogy, contribute to the teaching of lipids in the 3rd year of high school? Then, a methodological path was followed adopting a qualitative, descriptive approach. Resulting in the development of a didactic sequence, in five moments of historical-critical pedagogy, highlighting the instrumentation with the understanding of cupulate production relating to the lipid content, followed by catharsis, with the practical class of the process obtaining cupulate, a sweet similar to chocolate made from cupuaçu. In this way, learning begins with an initial social practice and is transformed into scientific knowledge, making the student appropriate the lipid content within their social practice.Item Ensino de biocombustíveis e combustíveis fósseis na educação básica(2022-06-27) Silva, Ivaldo Santos da; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Paes, Lucilene da Silva; http://lattes.cnpq.br/0653747630550456; Rocha, Andréia Oliveira da; http://lattes.cnpq.br/4751206740233356The present study has as its theme the use of didactic resources in the teaching of biofuels and fossil fuels in basic education, where it sought to answer the following problem: What didactic resources have been used in basic education to teach the topic Biofuels? It started from the assumption that, given the environmental and energy crisis that we are experiencing, the discussion on how these themes have been addressed in basic education becomes of paramount importance. And, considering what the legal documents for teaching and the pertinent literature recommend, it is essential that such teaching be organized so that didactic resources and differentiated teaching methodologies can support it. As a general objective, we sought to verify in the literature the didactic resources that have been used in basic education for teaching the topic of biofuels as components of the teaching of Natural Sciences. And, as specific objectives, there are: 1. Discuss about the importance of teaching biofuels and fossil fuels in basic education, in the context of science teaching; 2. Check how the topic of biofuels is addressed in the legal documents that guide the teaching of Natural Sciences; 3 Present the didactic resources observed in the selected scientific productions on the teaching of biofuels in basic education. This is an exploratory research of a bibliographic nature, carried out in searches of scientific databases. The results indicate a lack of academic publications relevant to the subject, especially those directed to the teaching of Natural Sciences in Elementary School. Furthermore, it was found that the research carried out with high school students made use of various didactic resources inserted in didactic sequences, such as videos, models, prototypes, in addition to other strategies such as experimental activities. It is hoped that this research can raise new reflections about the importance of discussing the topic of biofuels in basic education, as well as the importance of teacher planning in their teaching practice, so that resources and didactic strategies can be included that can enhance learningItem O ensino de funções orgânicas oxigenadas: uma abordagem na perspectiva da pedagogia histórico-crítica(2021-02-25) Cunha, Jefferson da Silva; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Azevedo, Rosa Oliveira Marins; http://lattes.cnpq.br/3056605003492861; Oliveira Neto, Nilton Azevedo de; http://lattes.cnpq.br/9104921233492029The research has as its theme the teaching of Organic Chemistry, highlighting mainly the teaching-learning process of oxygenated organic functions in high school integrated to the technical course in chemistry at IFAM. This theme is important because it is a content that is very recurrent in the students' daily lives, because when talking about Organic Chemistry we are talking about life, in view of the numerous applications in this area of chemistry such as food, biofuels, cosmetics, medicines, natural and synthetic polymers, etc. In this context, the school must address the content of oxygenated organic functions, highlighting the different dimensions underlying the content, since the applications of organic chemistry, especially with regard to oxygenated functional groups, directly or indirectly influence life and life. social daily life that the student is inserted in. Thus, the study aimed to investigate the teaching-learning process of oxygenated organic functions from the perspective of Historical-Critical Pedagogy (PHC) in integrated high school chemistry at the Federal Institute of Education, Science and Technology of Amazonas - IFAM, Campus Manaus-Center. The research used a qualitative approach and involved 25 students from the integrated chemistry class. Critical Historical Pedagogy (SAVIANI, 1986; GASPARIN, 2005) based the construction of a teaching proposal, using audiovisual media (animations) as instrumentation and teaching catharsis. Through the data obtained, it was found that the social, economic and cultural dimensions of the conceptual content of oxygenated organic functions were evidenced in the records written by the students. We found that teaching based on PHC effectively contributed to the teaching-learning process of chemistry as well as the construction and consolidation of an education focused on citizenship.Item O ensino de Química através da metodologia dos temas geradores e o uso de recursos didáticos: uma abordagem sobre drogas(2021-02-26) Pelheta, Cássio Daniel Medeiros; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Costa, Kátia Maria Guimarães; http://lattes.cnpq.br/4801914492093251; Mendonça, Rogete Batista e Silva; http://lattes.cnpq.br/5623350701700106; Melo, Ana Cláudia Rodrigues de; http://lattes.cnpq.br/5944321508964046The present work uses the methodology of the generating themes and a proposal to use some didactic resources to work on a generating theme that emerged through a thematic investigation. According to one of the greatest educators in history, Paulo Freire had the vision of an education that frees individuals through “critical, transformative and differential awareness, which emerges from education as a practice of freedom, the construction of the meaning of education for Paulo Freire it is based on dialogicity and problematization of the reality experienced and the social contradictions experienced by the students and these are portrayed through the generative themes. If you get a generating theme, according to him, it occurs through a thematic investigation. Delizoicov (1990) systematized thematic investigation in five stages: 1st - preliminary reality survey, 2nd - analysis of situations and choice of codifications, 3rd - thematic investigation circle, 4th - Thematic reduction and 5th - development of the program in the classroom . In this perspective, the focus of this work was to evaluate how the use of generating themes could contribute to the teaching-learning process of students in high school. The construction of the data had been obtained through interviews and questionnaires applied to the classes. The results of the first two stages proposed by Freire (2020) and systematized by Delizoicov (1990) emerged on the following themes: drugs, health, work and education. In the 3rd stage, these issues were discussed with students in order to choose the most significant one, which was "Drugs". From this generative theme, it was selected how such contents of the “drugs” theme would be worked on (4th stage, thematic reduction). Based on the steps, the generator theme emerged through presentations by the group of participating students, through several different didactic resources between two high school classes in a public school in the city of Manaus, AM, Brazil. The data of this research were collected through the initial questionnaires and a report of final experience, proposed to the groups and analyzed through the content analysis of Bardin (1994). The results generated from this work show that the use of the methodology of the generating themes, favors the teaching of Chemistry, as well as a more critical and citizen education of students.Item O ensino de química e a temática meio ambiente no PROEJA: uma abordagem na pedagogia histórico crítica(2021-08-10) Costa, Thiago Gomes; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Campos, Willison Eduardo Oliveira; http://lattes.cnpq.br/9527685304791547; Memória, Francilene da Silva; http://lattes.cnpq.br/4878162538340865This dissertation presents studies resulting from a research in a scientific initiation project experienced with students of the National Program for Integration of Professional Education with Basic Education in the form of Youth and Adult Education (PROEJA - acronym in portuguese). The research entitled ´´The Teaching of Chemistry and Thematic Environment at PROEJA: An Approach to Historical-Critical Pedagogy´´ aims to investigate the teaching of chemistry in order to establish relationships between the theme of the environment and the contents of chemistry in the PROEJA. The pedagogical experience had the collaboration of two chemistry teachers and twenty one students from the Proeja at the Manaus Campus Center of the Federal Institute of Education, Science and Technology of Amazonas (IFAM - acronym in portuguese) and also with the support of two students from the Master's degree in Professional and Technological Education (ProfEPT) to accompany the creation of the fanzine. The results showed that the Historical-Critical Pedagogy proved to be a methodology allied to the educational development of students, the production of fanzines in the context of the Chemistry subject presented itself as a possibility of free expression, at the same time showing the protagonism of students in the learning process.Item Ensino de Química para alunos com necessidades especiais através de recursos pedagógicos inclusivos: a Libras em filmes e vídeos didáticos(2021-11-18) Bernardes Neto, José Ferreira; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Souza, Dalmir Pacheco de; http://lattes.cnpq.br/2712522573295062; Barros, Maximiliano Batista; Pio, Mauro Célio da Silveira; http://lattes.cnpq.br/3457499082138070This work was founded through a bibliographical research, several literatures were consulted related to the subject under study, articles published on the internet and that allowed it to take shape to be fundamental for the Teaching of Chemistry for students with special needs, including a Libras in the field of video. In this way, the inclusion of students with disabilities is appropriate for scientific concepts through information they receive in their habitat. Therefore, we see that students with special needs need the teacher and their pedagogical practice to be objectively redefined, as they communicate through sign language - LIBRAS, which is a preponderant factor for the success in the teaching and learning process of chemical learning. The difficulties in relation to the knowledge of chemistry is the fact that the interpreter does not have knowledge in relation to the contents of chemistry and in this same aspect, as difficulties in relation to the intermediation of knowledge in chemistry for deaf students constitute the use of signs in the classes of chemistry. This work analyzes the inclusion of Libras in videos, for a better understanding of deaf students, in the subject that is given to them in and in the classroom, enabling a presence on equal terms with other students. In this way, students with hearing impairments can have the ability to understand and understand specific subjects, regardless of the subject, with the help of technological means. What accompanies the performance of Libras interpreters would promote the design and production of adapted and low-cost teaching material. Finally, the study shows the need to expand the discussion on adapting these resources in the learning environment.Item O ensino de química: uma análise sobre a importância da experimentação nas aulas de química do ensino médio(2022-12-13) Silva, Celyane Gabriele da Silva e; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346; Barros, Maxiliano Batista; http://lattes.cnpq.br/5680339300688041The following research shows an analysis about the value to introduce experimental chemical class joint of contente presentes into the classroom to create a connection with theory and practice, where the teacher can show the bond between study approached with a daily students class. The experimentation in the process of teaching-learning comes often used to show one science and/or chemistry less absent for who is learning, the practice classes works as visualization method and testify the theory and concepts as support for cheer up and excite the students turning something such attractive and which make more students cleaver in to the process of investigation. Heading this goal research, we aim for the main difficulties faced for the teacher in the execute process practice in their classroom, and also na outlook of students about the practice class of chemistry instruction. This research has explorer feature with emphasis on qualitative analysis. It was used as the methodology a quis for the students of a public high-school in Manaus, where was asked about their ideas about experimental class and leaving their opinion for those classes. Many schools presente a lack of solid place and materials for the experiments practice, by the way many teachers talk about the lack of time for for this kind of exercise and the crowded classroom. However, we can determine that for a good mode to get concentrate students to have a teaching process is because of effectiveness of experiments which can bring more easily to the classroom and reply at home, mainly in the application of experiments with low cost materialsItem Estratégia didática para alunos surdos: estudo dos modelos atômicos no ensino de ciências(2021-04-08) Lopes, Juliana da Costa; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Alves, Edilson Gomes; http://lattes.cnpq.br/0914810895785401; Santos, Ana Lúcia Mendes; http://lattes.cnpq.br/4731643147452069; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346In relation to the current education system, the difficulty in finding alternative chemistry/ science teaching methods for deaf / hearing impaired students has motivated the development of actions aimed at teaching the basic contents of the discipline. Due to these facts, many educators have been thinking about new methodologies in order to help deaf / hearing impaired students. In this sense, we will present the concept of didactic sequence involving atomic models, content present in the curriculum of the ninth year of elementary school. Using data collection tools as a questionnaire, the research in question is essentially qualitative and quantitative. Some teaching resources were used, such as a playful game called “Atomic Trail” and a practice involving low-cost materials (clay modeling clay). This method was developed aiming at the difficulties that deaf / hearing impaired students have in the first years of high school. It is in the context of chemistry that these difficulties intensify, and the deaf student's learning takes longer, as he ends up not receiving the same amount of incentives as a hearing student. Based on the positive results regarding the use of experimental strategies and didactic games, deaf students correctly understood scientific concepts. Therefore, it has become a good choice to minimize difficulties encountered in the process of teaching and learning about the content of atomic models.Item Experimentação no ensino de química na educação básica: uma análise das produções acadêmicos do EDEQ(2023-12-04) Silva, Laila Yasmim dos Santos; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Salazar, Deuzilene Marques; http://lattes.cnpq.br/4519799169077909; Pereira, Zilanir Carvalho; http://lattes.cnpq.br/0153883512211178; Mota, Keila Neves; http://lattes.cnpq.br/0818006410878490The concept of Science is intricate, linking to the organization of natural phenomena and theories of origin. These notions stem from popular knowledge, beliefs, and ongoing research, continually evolving. Experimentation, rooted in history, has played a crucial role in consolidating the natural sciences. This study examines how the productions of the Meeting on Debates about Chemistry Teaching (EDEQ) between 2021 and 2023 address experimentation, exploring methodological and pedagogical dimensions, identifying conceptions, and typologies of experimental practices. Experimentation, considered a complex approach rather than merely a practical activity, stands out as an essential part of chemistry education, transcending the traditional view of an isolated tool.Item A experimentação no ensino de química: reflexões a partir dos trabalhos do ENEQ(2021-12-16) Barros, Dorvanei Maciel; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Lira, Wallace; http://lattes.cnpq.br/7834505234728150; Herculano, Ricardo de Almeida; http://lattes.cnpq.br/4506729004612039; Ferreira, Danielle Cristina Oliveira; http://lattes.cnpq.br/3971794341049346This monograph addresses the theme of experimentation in teaching chemistry. We started with the following questioning: how is experimentation in high school chemistry debated at the National Meeting of Chemistry Education (ENEQ) in the period from 2012 to 2018?. Included in this study were theoretical discussions and dialogues on experimentation in teaching subsidized by Chassot (2003), Trevisan (2008) and Maldaner (2003). The general objective was to analyze the studies related to experimentation in high school chemistry. To achieve this general objective, we discussed the way experimentation is worked on in high school chemistry and analyze how experimentation is discussed in the articles published in the thematic axis Experimentation in Teaching in ENEQs from 2012 to 2018. The corpus The study was composed of the minutes of the ENEQs as documents forged by researchers, professors and scholars in the field of chemistry education. In the analysis within the theme, it was found that of the 106 selected works, 27% contemplated the approach of experimentation by demonstration, 21% by verification and 52% by investigation. The study requires continuing investigation of experimentation in teaching chemistry to understand the effectiveness of each experimentation approach in the high school context.Item Fermentação alcoólica: uma sequência didática para o ensino de química no terceiro ano do ensino médio(2022-02-15) Vieira, Alyne Clementina Ribeiro; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Vale, Adriana Carla Oliveira de Morais; http://lattes.cnpq.br/4121425372985654; Duarte, Rosangela Viana de Lima; http://lattes.cnpq.br/6304028689709583; Cartonilho, Miriam de Medeiros; http://lattes.cnpq.br/4981043926508476This work presents a research entitled "Alcoholic fermentation: a didactic sequence for the teaching of Chemistry in the third year of high school", which aimed to develop a didactic sequence for the teaching of the alcohol function from alcoholic fermentation in the last year of high school. average. So, it was necessary to organize the research in three stages, namely: i) Articulate the concepts of Alcoholic Fermentation, Didactic Sequence; Chemistry teaching; and CTS Approach; ii) Execute the didactic sequence referring to Fermentation; and iii) Analyze the data from the execution of the didactic sequence. Therefore, the didactic sequence was designed and elaborated based on the CTS Approach. In order to contextualize the content “Function Organic Alcohol”, it was decided to emphasize the most common alcohol, ethanol, opting to use alcoholic fermentation as a topic that generates learning in the didactic sequence. In this way, the research, of a quanti-quali character, was carried out at Escola Estadual Professora Diana Pinheiro, where questionnaires and the didactic sequence were applied in a class of 32 students, in order to evaluate the effectiveness of the proposal. As a result, the post-intervention questionnaires showed more elaborate explanations by the students and a percentage of 92.5% of satisfactory answers. In addition, the contribution of alcoholic fermentation was well evaluated by the students, noting that the theme was a differential in this result.