A importância da experimentação investigativa no ensino de química no ensino médio: uma análise crítica e reflexiva de experimentos em livros didáticos

Abstract

Experimentation in chemistry education is an important resource for the construction of scientific knowledge; however, its approach in textbooks is often limited to traditional and confirmatory models. In this sense, this work aimed to carry out a critical and reflective analysis of the experimental activities present in four textbooks used in the 2nd year of high school, investigating to what extent these proposals favor investigative learning. The selection of examples was based on the wide adoption of these works as a reference in chemistry teaching, prioritizing the Physical Chemistry content that favors better application of experimental practices. The research has a qualitative approach, characterized as documentary, based on the assumptions of investigative experimentation and the competencies of the Brazilian National Common Curriculum Base (BNCC). The results showed that the mere presence of experimental scripts does not necessarily guarantee an investigative practice, since the pedagogical effectiveness of experiments is related to their organization, the degree of problematization, and the role assigned to students. It was observed that activities located at the beginning of chapters tend to have greater investigative potential, while those located at the end have a confirmatory character. Furthermore, the accessibility of materials influences the feasibility of experimental practices in schools with limited infrastructure, highlighting the works of Martha Reis and Tito and Canto for their use of everyday materials. It is concluded that textbooks still have limitations regarding the promotion of investigative experimentation, and it is necessary for these activities to advance in order to stimulate the autonomy and critical reflection of students