Sequência didática para o ensino de química na 1º série do ensino médio

Abstract

This study investigates the pedagogical potential and the applicability conditions of a Didactic Sequence (DS) focused on teaching states of matter in High School. The central problem lies in the difficulty of understanding abstract Chemistry concepts and the need for methodologies that move beyond the mere transmission of information. The general objective is to analyze the pedagogical relevance and the feasibility of implementing a DS developed from the perspective of teachers in the field. Grounded in Vygotsky's socio-interactionist theory and Zabala’s concepts of didactic transposition, the research adopts a qualitative approach, which is both documentary and descriptive-interpretative in nature. The investigation's corpus comprises records obtained through an electronic questionnaire administered to Chemistry teachers for the validation of the educational product. Analysis procedures were based on the thematic categorization technique, articulated with discussions on the validation of educational products. The results reveal that the DS, by integrating investigative experimentation and digital resources, possesses high practical feasibility and the potential to increase student engagement, acting as an effective mediation device. It is concluded that the logical and contextualized structure of the DS contributes to the systematization of teaching practice and the conceptual reconstruction of students, mitigating learning gaps upon entering High School. As a product, a manual of experimental practices for teachers in the basic education network is presented.