O ensino de química orgânica no ensino médio: da abstração à aprendizagem significativa

Abstract

This article analyzes, through a narrative literature review, the difficulties faced in teaching Organic Chemistry in high school classes and discusses pedagogical proposals that overcome these challenges and promote meaningful learning. To achieve the objectives, 10 (ten) articles published between 2016 and 2025 in the Google Scholar, CAPES Journals, and SciELO databases were selected, addressing active methodologies in the teaching of Organic Chemistry. The analysis indicates that active methodologies, such as games, digital resources, and investigative experimental activities, bring theory closer to practice and stimulate the active participation of students. Furthermore, it highlights that good teacher training, combined with the provision of differentiated teaching materials by educational institutions, contributes to the efficiency of the practices. Therefore, it is concluded that the use of these active methodologies contributes to greater student engagement with the proposed activities by contextualizing the content aligned with the students' reality.