A prática docente: sentido e significado da teoria histórico-cultural no ensino de química

Abstract

The present work addresses the study of Historical-Cultural Theory in Chemistry Teaching. The teaching-learning process of chemistry requires teachers to adopt teaching strategies that take into account the particularities of the students involved. The contextualization of the contents and the use of playful tools stand out as important measures to achieve the intended purposes. The general objective of this study is to analyze how Historical-Cultural Theory is presented in Chemistry Teaching in the Química Nova Magazine (QN). The specific objectives are: to map the scientific productions that relate the historical-cultural theory in the teaching of chemistry; and to verify the relationships made of the historical-cultural theory in the teaching of chemistry. The methodology adopted consists of documentary research carried out in the Revista Química Nova, from productions published in the last five years (2018- 2023), using the descriptor Historical-cultural theory AND chemistry teaching. The results point to the perspective of some authors on the need for a multidisciplinary and interdisciplinary approach in the classroom, not limiting the teaching process only to the transmission of concepts, but rather valuing the student's educational context, making evident the influence of Vygotsky's thought and the Historical Cultural Theory among the authors researched.