A revolução digital na educação: estratégias de popularização do ensino de Química na rede social Instagram

Abstract

In the current era of digital revolution in education, the popularization of chemistry teaching through social networks proves to be a promising teaching-learning strategy. This study, conducted by qualitative exploratory research, analyzes the profiles "Químico Cômica", "Químico Curioso" and "Químicanime" on Instagram, in addition to investigating the origin of Distance Education (EAD), with a focus on scientific popularization. The central objective is to evaluate these profiles according to their teaching strategies, using a careful inclusion methodology. Priority is given to Brazilian profiles with a solid base, which had more than 30 thousand followers and are managed by professionals with a degree in chemistry. The results derive from the analysis of follower engagement on each profile, combined with bibliographical research. In this context, it is highlighted that knowledge is presented as the ability to analyze information, giving the teacher the primary role in disseminating this knowledge. Its relevance is undeniable in the scenario of the digital revolution in education, where, despite the vast availability of information on digital platforms, the teacher remains indispensable as a mediator between information and knowledge.