Temas geradores como proposta didática para o ensino de química no ensino médio

Abstract

High school students, when starting to participate in chemistry classes, immediately consider a discipline difficult to understand, however, this does not result from the discipline itself but from the method adopted by teachers to apply the content. Therefore, this study aimed to evaluate the applicability of teaching proposals based on the generated themes. The present work is a qualitative and descriptive bibliographic study with a time frame from 2013 to 2022, with the descriptors chemistry teaching and generating themes. Based on the articles found, an analysis of the content was conducted for their interpretation. The results showed that the vast majority of teachers still resort to traditional methods, thus making it difficult for students to understand the subjects and relate them to their daily lives. However, when using a generative theme developed by Paulo Freire in the classroom, one can see a difference in the degree of assimilation of the content by the students, with a satisfactory result, as they are able to develop critical thinking and understand the phenomena present in their daily lives.