Práticas pedagógica no centro estadual de tempo integral Lucinete Santana da Silva: metodologia inovadoras e desafios no ensino de química.

Abstract

Chemistry education has faced challenges, especially in high school, in terms of student engagement and the effectiveness of pedagogical approaches. This study investigated the pedagogical practices used in Chemistry teaching at the Centro Estadual de Tempo Integral Lucinete Santana da Silva, aiming to assess their effectiveness and suggest improvements. The research sought to answer the question: "How effective are the pedagogical practices used in Chemistry teaching, and how can they be improved to promote more meaningful and engaging learning for students?" The central hypothesis is that the adoption of active methodologies, combined with experimentation and the use of educational technologies, contributes to more effective and stimulating teaching. The general objective was to analyze the pedagogical practices at the institution, while the specific objectives included: evaluating the methodologies employed and identifying areas for improvement, understanding the challenges faced by students and teachers, examining the teachers' perception of the effectiveness of the applied methodologies, and investigating the impact of technological resources on students' academic performance. The research adopted a qualitative approach, using questionnaires applied to teachers and students. The results indicated that active methodologies, such as experimentation and the use of technologies, have a positive impact on student engagement, although challenges related to understanding calculations and chemical formulas still exist. The study contributes to the reflection on pedagogical practices in Chemistry, providing insights for adopting strategies that promote more interactive and meaningful teaching.