O ensino de química direcionado aos conhecimentos prévios, percepções e a realidade social de um grupo de alunos utilizando o Instagram como ferramenta digital

Abstract

Chemistry teaching has an important role for the individual to understand the world to which he is inserted, as well as the transformations that occur in nature. Chemistry is still seen as a science that is difficult for most people to understand. This is because the way the content has been approached in the classroom has created difficulties in the teaching and learning process of students. There is a growing discouragement from students and, added to this, the lack of connection between the subjects discussed in the classroom and the student's daily life ends up collaborating for an abstract and mechanistic teaching. It is becoming increasingly important to rethink not only teaching practice, but also the methods used in the classroom. For that, new pedagogical tools and strategies are needed so that the teaching and learning process becomes more significant. In this sense, Digital Information and Communication Technologies (TDIC) have gained strength in the school space as one of the possible ways to improve teaching. Swiss sociologist Philippe Perrenoud points out that the teacher needs to consolidate the educational growth of his students, taking into account their experiences, perceptions and the environment in which they are inserted. The research followed an exploratory qualitative methodology and was carried out with students from the 3rd series of Regular High School, from João Marques dos Reis State College (Vila da Penha - RJ). The work consisted of creating a profile on Instagram for scientific dissemination, where students were responsible for the posts on the social network. It was up to the students to register daily events, or topics of personal interest, through photos, and, in some way, to relate the contents of the images to the formal content of the Chemistry discipline through a short and descriptive text. The results presented suggest that the use of the Instagram tool can be a facilitator in the teaching and learning process, as long as it is associated with a perspective that takes into account the student's reality. It was observed that the project enhanced the teacher-student interactions, which reflected in: student engagement, quality in the material produced and, consequently, increase in the academic performance of the classes.