Aplicação da teoria dos campos conceituais na qualificação de aprendizagem em química

Abstract

This work refers to a research developed in the discipline of Supervised Internship in Chemistry, of the Chemistry Degree course, of the Federal University of Mato Grosso - Araguaia Campus, with the objective of promoting a study of chemical concepts involved in the production of ethanol from sugarcane, and to carry out a complement of this study with an approach on fossil fuels and their impacts on nature. The work proposed the use of active methods of teaching chemistry, based on problematization, contextualization and experimentation, with a focus on concepts of organic and environmental chemistry. The methodology was of the qualitative research type, and the action research method. Our main theoretical reference was Gerard Vergnaud, with an approach of his theory of conceptual fields. The research was carried out with high school students (EJA) of a State School in the city of Barra do Garças-MT, for five days, when a chemistry workshop was developed with the consent of the subjects and the school management. Data collection was done through assessments applied to the students, within the workshop. The analysis was based on premises of Vergnaud's theory of conceptual fields, focusing on the concepts of schema and conceptual field. The results indicated that the application of primarily experimental activities, but also problematizing and contextual activities, in the classroom were not enough to produce conceptual fields with sufficient elements through which one could conclude about more effective learning. What was seen was a study that revealed nuances of learning that were naturally observed, but that contributed significantly so that this learning could be analyzed in a more critical and theoretical way. What was seen, in short, was yet another study that served to reveal the reality of Brazilian public education.