A paródia como instrumento didático-pedagógico na aprendizagem dos hidrocarbonetos na química orgânica

Abstract

This research aims to contribute with the teaching of chemistry, understanding how the use of parody drives the learning of hydrocarbons in the teaching of Organic Chemistry, in order to provide students with a differentiated and productive class. The teaching-learning process of chemistry has generated difficulties and discomfort among students due to the learning obstacles in the teaching process, existing in the teaching process of the discipline. Parody presents itself as an effective alternative, being a tool in the teaching of chemistry to make the class more dynamic and productive, strengthening the relationship between the teacher and the student, thus improving the teaching-learning process. Music is considered a stimulus for obtaining answers, according to behaviorist learning theories and can be a form of teaching aid, duly based and related to socio-historical and constructivist cognitive theories. In this trail the research was developed in a public school in the city of Santana - AP and two questionnaires were applied as a research instrument at different times, the first being a questionnaire of diagnosis, leveling and observing with regard to the students about teaching methodologies. In the second moment the questionnaire was applied after the intervention in the class which was proposed and applied the differentiated methodology with the use of parody. The level of understanding and apprehension of the research subjects was observed. The collected data was analyzed qualitatively and quantitatively, for the closed questions the answers were demonstrated through graphs. In this context, the results obtained were achieved, because it was not only found that the methodology employed in the classroom directly influences learning as a process of construction of student knowledge, but also language is a determining factor in the understanding of teaching Chemistry. Thus, this research socially contributes to deepen the aspects used by researchers such as the textual language used in classes by assigning new ways to propagate knowledge, such as the use of parodies.