Quando a ansiedade bloqueia o saber: desafios no processo de aprendizagem no ensino de Química

Abstract

teaching and learning process. Thus, this study aimed to investigate the influence of anxiety on the teaching of Chemistry among students in the 3rd year of the technical high school program in Agriculture at the Federal Institute of Education, Science, and Technology of Piauí – Cocal Campus. The research, with a pedagogical approach, assumes an exploratory, descriptive, and qualitative-quantitative character, and was conducted through classroom observations and the application of two questionnaires to the students, one sociodemographic and the other semi structured. The qualitative data were analyzed using Bardin’s Content Analysis. Subsequently, the instrument was reapplied to the students who did not achieve the bimonthly average, allowing a comparison between the responses obtained during the bimonthly assessment and the recovery. The results showed that anxiety is present in the daily lives of the participants, especially during assessment periods, interfering with concentration, attention, memory, and academic performance. Factors related to increased anxiety were also identified, such as pressure for grades, concerns outside the school environment, and difficulties faced during assessments. The comparison between the two assessment moments revealed a reduction in students' worry and an improvement in performance during remediation, indicating that more collaborative assessment environments can promote learning and reduce emotional tension. It is concluded that anxiety interferes with the Chemistry learning process, highlighting the need for pedagogical and assessment practices that consider the emotional aspects involved in learning.