O ensino de ciências e a iniciação à ciência química no contexto do ensino fundamental – situação de estudo ‘água e o Estuário Laguna dos Patos’

Abstract

The present study is about the teaching of Chemical Science in the last years of Elementary School. It is understood that the teaching of the Sciences of Nature comprises biological, chemical and psychics knowledge (BRASIL, 2016), which must be approached throughout this cycle of Basic Education. (ZANON; PALHARINI, 1995). Moreover, it also supports the idea that the teaching of Science, in particular Chemistry, involves a language of its own and its comprehension enables new perspectives on reality (CHASSOT, 2006). Combined to these perceptions, this work brings concepts from Vygotsky, who defends the idea that the learning process and the personal development are related to the historical, social and interactional dimensions with the environment and with other individuals, and this evolution is mediated by tools and signs as a process of apprehending languages and specific thoughts. Through an initial study of official documents (PCN e BNCC) and subsequent interaction with students from 6th to 9th years of the Elementary School, it was planned and developed a Study Situation (MALDANER; ZANON, 2004), denominated “Water and the Laguna dos Patos Estuary”, in Sciences of Nature classes, on a group of 9th year of the Primary School. Through registering the classes, a Content Analysis was made (BARDIN, 2011), that identified and analyzed the views of students on and of Science/Chemistry. The analyzes surmised are organized in two categories: Science and the scientist on the view of the students and The Chemistry language on the teaching of Sciences of Nature. On the first category, it was possible to identify that the students have distorted views of Chemical Science and the scientist, which might handicap the understanding of the subject, among other considerations. On the second, it was analyzed the use and the appropriation of the chemical languages by the students – the representations (drawings), speeches and writing – and, on the whole, it was noticed the difficulties experienced on its assimilation and utilization. The Study Situation made possible to discuss about and of Science/Chemistry, which many times are not approached in Sciences of Nature classes on Elementary School, allowing the organization of teaching activities that allow supervision on the process of introduction to the scientific knowledge, such as the use and assimilation of aspects that contemplate the nature of Science and the language of the Chemistry science.