Aprendizagem baseada em problemas ao ensino médio: uma revisão bibliográfica

Abstract

This work aims to analyze academic studies that address the application of the Problem-Based Learning (PBL) methodology in Chemistry teaching in basic education, focusing on publications produced between the years 2010 and 2023. The choice of this theme is justified by the need to transform the teaching of Chemistry in the classroom, since this subject, traditionally perceived as complex and discouraging by students, requires pedagogical approaches that foster greater engagement and meaningful learning. The research is characterized as qualitative, exploratory in nature, and based on a bibliographic procedure. A systematic review was carried out in databases of relevant scientific events in the area, such as the National Meeting of Research in Science Education (ENPEC) and the National Meeting of Chemistry Teaching (ENEQ). After data collection, the material was organized through thematic analysis, seeking to identify the main challenges. The results indicate that the application of PBL in Chemistry teaching offers important contributions to learning, such as increasing students' interest in the subject, strengthening critical thinking, bridging theory and practice, and promoting autonomy and teamwork. It is concluded that PBL is a promising methodology for Chemistry teaching, as it contributes to making the educational process more dynamic, meaningful, and aligned with contemporary demands of citizen and professional training.