Práticas pedagógicas na integração entre educação básica e a educação profissional e tecnológica: a experimentação no ensino de química

Abstract

Experimentation has been reported in the bibliography as a tool of enhancement in the learning of chemistry, for its visual aspect as well as the engagement it promotes. On that account, this study has as research problem the use of experimentation as a pedagogical practice which integrates basic education with the professional one. The aim of this paper is to investigate if experimentation in the teaching of chemistry is an integrative pedagogical practice of basic education and PTE in teaching institutions focused on professional education. The paper is organized into four (4) manuscripts, the first manuscript consists of a systematic literature review realized in CAPES Portal de Periódicos, of papers that complied with the inclusion criteria, only three (3) related to PTE. The second manuscript presents a panorama of how experimentation has been utilized as pedagogical practice in the PTE. As instrument for collecting data, it was used a semi-structured questionnaire of the survey type to twenty-five (25) chemistry teachers, that work with professional education in high school. The data were analyzed through content analysis based on Bardin. The third manuscript arouse from the second manuscript and it identifies teaching knowledge needed to investigative experimentation. Therefore, based upon previous studies, it is proposed an experimentation propose, which was validated in a class with forty-two (42) students of an undergraduation course of rural sciences. In order to do so, the Design Based Research (DBR) was used as methodological basis. In a redesign perspective, the practiced proposed was implemented and analyzed, providing improvements of design, so to make it more aligned to problem resolution. Results have shown that experimentation as integrative pedagogical practice in PTE still presents limitation in the teaching of chemistry. It is believed that the research results may contribute to future improvements in the PTE ambit, as well as reflect about the challenges and the potentialities of experimentation in the teaching of chemistry as integrative pedagogical practice.