Aulas Dialogadas Como Estratégia Didática Metodológica no Ensino e Aprendizagem de Química: Relato de Experiência

Abstract

This article aims to describe experiences using dialogic teaching methodology as a didactic strategy in the teaching and learning of Chemistry, and thus, to report the events experienced by the academic, in the capacity of resident, narrating the contributions and challenges encountered during the activities developed with high school students. Considering that the school reality is directly associated with the teacher-student relationship, in this context, the teaching of Chemistry involves contact with scientific terms, often difficult for students to understand. However, with the adopted practice, we sought to address problems such as lack of interest, student demotivation, and ineffective methodologies that contribute to the failure of teaching/learning. In an attempt to break with this logic, this article aimed to report the improvement of pedagogical practice through dialogic classes, seeking to understand essential themes for the study of Chemistry, such as nuclear accidents, biofuels, and chemical kinetics. Therefore, by using this teaching method, we concluded that the classes became more dynamic, promoting the direct participation of the students, where learning took place in a positive way, and we hope that its applicability will constitute a challenge and an important experience for future chemistry teachers.