Os desafios na aprendizagem de química no ensino médio técnico: percepção dos alunos do IFPI- Campus Paulistana

Abstract

This study investigated the challenges in the Chemistry teaching-learning process from the perspective of students in the Integrated Technical High School program at the Federal Institute of Piauí (IFPI) – Paulistana Campus. The research adopted a mixed-methods approach (qualitative and quantitative), with a sample of 342 students from the Administration, Agriculture, Internet Computing, and Mining technical courses. Data were collected through questionnaires addressing methodological, inclusive, and structural aspects. The results indicated that most students face difficulties with specific content, often associating Chemistry with an abstract discipline distant from everyday life. It was identified that "Teacher Methodology" is the main obstacle in the initial years, while a "Lack of Mathematical Foundation" becomes critical in the final years. Furthermore, it was observed that the inclusion of students with specific needs occurs intermittently and that factors such as course overload and inadequate air conditioning impact academic performance. Student demands converged on the need for practical classes, contextualization, and active methodologies. The study concludes that overcoming these barriers requires a balance between curricular density and pedagogical strategies that promote student protagonism and the integration of theory and practice.