A pedagogia de projetos aplicada ao ensino de Química na Escola Celso Mariz em Sousa - PB.

Abstract

The pedagogy of projects is a teaching and learning strategy that applies the demands of education for the 21st century, since it creates and favors spaces for the use of active methodologies, placing the student as a protagonist in the process of building knowledge. In this sense, this work aimed to understand the pedagogy of projects as a didactic resource in the process of teaching and learning chemistry in basic education. To this end, the project entitled "Learning Chemistry from a New Perspective" was used as a methodological route: Organic functions" which was developed through three thematic workshops, having as structuring content a cut of organic chemistry, oxygenated and nitrogenous organic functions, with 15 students from Celso Mariz School located in the city of Sousa-PB. Being classified as a bibliographic and explanatory research with quali-quantitative approach, in which it was possible to work with some methodologies such as problematization, contextualization, use of applications and experimentation, since during the execution of the workshops the students understood that chemistry is not only a theoretical discipline, but that it has an involvement with the outside world. Therefore, it is possible to infer that the project pedagogy can enable the teaching learning process in chemistry presenting itself as an important instrument for organizing and systematizing content from topics relevant to the student, as well as, make it responsible for its learning from the moment it proposes content for research and discussion and facilitating the construction of knowledge.