Panorama do uso da música no ensino de química: o que mostram as produções dos ENEQs?

Abstract

This undergraduate thesis aims to survey and analyze the productions that make use of music in the teaching-learning process in Chemistry/Science, published in the proceedings of the National Meeting of Chemistry Teaching (Eneq, abbreviation in Portugues), from 2012 to 2023. To achieve this, we conducted bibliographic research across the last six editions of Eneq: 2012, 2014, 2016, 2018, 2021, 2023. In total, 60 papers were found that touch upon the use of music in the teaching of Chemistry/Science. From these, we selected 20 papers which address the use of music in the teaching-learning process in Chemistry/Science, comprising 11 abstracts (as simple paper, with one page) and 9 full papers. The data were subdivided into four categories of analysis: I - music by parodies in science teaching; II - music as an approach to scientific concepts; III - music as a didactic resource; IV - music beyond the classroom spaces. The results showed that categories 1 and 3 contain the highest quantity of works, totaling 65% of the selected productions, with 40% using music as a didactic tool and 25% as a resource for creating parodies. The bibliographic search indicates that methodological practices that make use of music in the teaching-learning process in Chemistry provoke changes in the perceptions of students and, consequently, can result in a more engaging learning experience, contributing to promoting the learning of specific content as well as the development of skills such as creativity, communication, critical thinking, concentration, problem-solving, among others.