O ensino de química na perspectiva do aluno: representações sociais e afetividade

Abstract

The objective of this work is to investigate the social representations of teaching, and of the chemistry teacher, in order to find explanations for the affective rejection that seems to occur in relation to this discipline. For this, the theory of social representations by SERGE MOSCOVICI was used, in addition to other authors such as ABRIC and SÁ. For a pedagogical analysis of the theme, works by FREIRE, LIBANEO, MORAES, FOGAÇA, and LIMA, among others, were considered. A field research was carried out in a public high school, through interviews and questionnaires with 22 students. The results show that most students reported learning difficulties in some Chemistry contents. The main factors mentioned were: poor learning performance of contents in related subjects, absence of contextualized didactics, structure of the school unit, practice of a differentiated methodology. Furthermore, it used the structuralist approach of social representations to identify the central core of representations of chemistry teaching and the chemistry teacher, giving light to the student's perspective on these two themes. Research involviing social representations of chemistry teaching identified that students find Chemistry contentes difficult. This objection is justified by the frequent use of Mathematics and the constant practice of theoretical classes. To overcome these gaps, the teacher must be affective and communicative