A natureza pedagógica da aprendizagem tangencial no ensino de química abordada a partir de séries de TV

Abstract

In this work, we use the use of TV series as a methodological resource to understand the possibility of its use as a complement to the construction of teaching-learning in the teaching of chemistry, using tangential learning. In this analysis, an initial analysis was carried out on the possible productions that can be used in a chemistry class. This research was developed through a qualitative questionnaire with a certain number of subjects, these graduates in Degree in Chemistry, in which they analyzed excerpts of scenes from the productions of “Game of Thrones”, “Young Sheldon” and “Chernobyl”, sketches these that, without affecting the chronological order of the productions, only brought situations from their respective plots, which subtly or explicitly involve situations in which chemistry concepts can be explored in the classroom, such as the retraction of the alchemists and their research, the curiosity of a gifted little genius about creating an energy source to help his neighbors and reduce the amount paid for energy at his parents' house and about the biggest nuclear accident in human history. In the questionnaire, individuals were encouraged to make notes about the videos watched and how they would use these concepts in their chemistry classes and the observation of contexts related to chemistry in the videos themselves. There was a perception that the subjects showed enormous interest in the production of this research, due to the popularity of these productions with the students generating their engagement with these themes, stimulating their investigative process and consequently collaborating for the process of construction of teaching and learning in their appropriation of knowledge and the way in which they could fulfill the skills and competences provided for in national education regulations. The concepts discussed can be better developed because of the art of the scenes and the students' prior knowledge, stimulating greater freedom of discussion among students in the search for understanding of the topic, directed by the teacher to arouse a critical, reflective and citizen, relating technologies, the environment and society, with the use of TV series, through the teaching of chemistry.