Alternativa Metodológica Para O Tratamento Do Conteúdo Sobre Oxidação-Redução Na 11ª Classe Do Ii Ciclo Do Ensino Secundário

Abstract

One of the problems that is clearly observed in learning the contents of Chemistry in the Second Cycle of Secondary Education, precisely in the 11th Class of Liceu 26 de Abril nº 1677-Lubango, is the literal transmission of contents from the teacher who considers himself the absolute holder of knowledge, for a totally dependent student, who carries a great passivity and lethargy in the construction of scientific knowledge. The causes are often attributed to the lack of laboratories in schools, although the teacher's creativity can also be another problem. In Chemistry there are concepts that must be taught from the student's daily life and in a contextualized way. Hence, this investigation is focused on the importance of using simple experiments contextualized in the treatment of content on oxidation-reduction reactions in Grade 11 of the Second Cycle of Secondary Education. There are difficulties for students to understand the occurrence of the oxidation-reduction process because it is considered, in most cases, a phenomenon of a certain abstraction. The authors, in conversation with the students of the 11th Class of Liceu 26 de Abril nº 1677-Lubango, noticed that they have enormous difficulties in relating the oxidation-reduction reactions with some phenomena that happen in the day-to-day because the contents they have probably been taught in a very theoretical way. The idea of ​​the work is to contribute to the improvement of students' learning in the content on oxidation-reduction reactions in the 11th Grade of the II Cycle of Secondary Education through simple contextualized experiments. To counteract this concern, a methodological strategy was developed based on simple experiments contextualized for the treatment of oxidation-reduction reactions in order to promote meaningful learning in students, facilitating effective participation in the construction of scientific knowledge. With a descriptive design, the work was conducted with the help of methods traditionally used in this type of investigation. With the investigation it is expected to contribute to the dynamization of the teaching-learning process of the content in question.