Uma sequência didática contextualizada para o estudo de funções orgânicas oxigenadas

Abstract

The dynamics of expository classes can be improved with the help of features that broaden and give meaning to content in the age of the Internet and digital media. Teachers can use didactic resources such as videos, scientific dissemination texts, cooperative games and laboratory classes. Its use in the classroom can motivate students to become more participatory and contribute significantly so that they become interested in knowledge, enabling improvements in their learning. The aim of this research was to contribute to the content of Oxygenated Organic Functions using hair and shampoos, through a didactic sequence of five stages. The research was developed at the State School of Elementary and Middle School José Vitorino de Medeiros, the only state school in the city of Sossego - PB that provides regular elementary and secondary education. The application was in the class of the own teacher and master's student. For the development of the research, participated 39 students of the 3rd year of regular high school, of the daytime period. The objectives of this work were to elaborateapply and evaluate the educational product configured by a didactic sequence to be used by teachers of High School Chemistry, addressing the content of organic functions oxygenated in the third year. It was presented in this work a series of activities and classes with varied didactic resources, approaching the theme according to the reality of the students, in an interconnected way, through tools such as media, dialogic expository classes, scientific dissemination text, elaboration of poems, cooperative play and a class experimental. The activities had the objective of dynamizing the teaching, improving the interaction in the classroom, promoting the interest and participation of the students and assisting the teacher in the process of mediation. This research is qualitative and the data for analysis were collected through three questionnaires and the participant observation records throughout the application of didactic sequence. To analyze the questionnaire data, Laurence Bardin's content analysis technique was used. Observation records were transcribed and the impressions of the class were analyzed throughout the classes in the didactic sequence. The results obtained through the application of the questionnaires showed that the subject shampoos and hair was adequate to the content, since it is present in the students' experience, and it became a possibility of contextualization once it has repercussions in the acts outside the school environment. As a result of the application of SD, it was possible to observe a greater interest of the class throughout the classes, an increase in the frequency of students in the class, there was an improvement in the relation teacher-student and student-teacher; from the point of view of the students the discipline become more attractive and acquired importance. Regarding the final questionnaire of content verification, it was possible to verify that through the use of new teaching methodologies in the classes, the students were able to reach the objectives intended for each activity with the concepts given by the teacher; they formed new concepts in addition to re-signification some concepts that they had on the chemistry of hair and shampoos. Thus, the objectives of the research were achieved, because of it was possible to work the content of oxygenated organic functions in a contextualized way using other didactic tools, and promoving an attractive classroom dynamics, it helped students' perception of the use of chemical knowledge in explaining everyday aspects.