Situações-problema na abordagem do conteúdo cinética química : uma análise à luz da teoria antropológica do didático

Abstract

The Anthropological Theory of Didactics (TAD) arose in the context of the Didactics of French Mathematics, proposed by Yves Chevallard, which situates it in the discussions about Didactic Transposition (TD), in order to allow a closer look at knowledge and how it is situated in a given ecology, particularly in the classroom. This work uses the TAD as a theoretical and methodological contribution and has the purpose of analyzing the elaboration and application of a Didactic Intervention based on Problem-Situation on Chemical Kinetics, and has as specific objectives: to describe the Chemical and Didactic Organization contained in the Planning of the Professor and describe the Chemical and Didactic Organization that guide the Teacher's Practice in the execution of Didactic Intervention with the use of Problem Situations in the classroom. This study also presented some elements that characterize a praxeological organization in Chemistry, originating a Chemical Organization. The methodology follows a qualitative approach and is divided into two stages. The first presents the organization and structuring of a Mini-course of Extension on Situations-Problem in Teaching Chemistry, offered in partnership with another researcher, which aimed at the instrumentalisation of the participating teachers to work with Situations-Problem. Some of the data collected in the mini-course served as the object of analysis for another dissertation work. In the second stage, we present the didactic intervention proposed by the teacher, showing the participants, the research site and the instruments used to collect data. This study allowed the establishment of an analytical view of the planning and conduction of chemistry classes in relation mainly to the teacher's choices and how these interfere in the teaching of the content of Chemical Kinetics. We observed that the use of a Situation-Problem as a didactic strategy is very interesting for the work in the classroom, however, the impressions obtained from the results of the analysis of the planning and the teaching practice, is that the Situation-Problem guided the practice of the teacher for a greater emphasis on factors that can influence the speed of reactions. We point out that the teacher needs to be attentive, so that during the construction and supply of the necessary subsidies to solve the problem, there is no centralization of the concepts inherent to the problem itself, because in this way there will be a conceptual limitation that may harm the student. In view of the results of this research, we highlight the potentiality that TAD presented for this more detailed look at intramural classroom teaching practice.