A experimentação na educação básica: desafios e possibilidades

Abstract

The teaching of science often keeps students in a passive role in the teaching-learning process, hindering their active participation in the construction of knowledge. In this regard, experimentation emerges as a strategy with the potential to bridge theory and practice, fostering students’ autonomy and critical thinking. Considering this, this dissertation analyzes the challenges and potential of planning and teaching in the Experimental Practices course. The research was based on the experience of a teacher-researcher at a high school in the state school system of Minas Gerais, in the Triângulo Mineiro region. This is a qualitative study grounded in reflection on teaching practice in the school setting, tracking the process of designing, implementing, and evaluating experimental lessons. During the research, we observed that the adoption of these practices faces daily barriers that were categorized into three pillars: structural (such as the lack of laboratories and reagents); pedagogical; and time management (exacerbated by the overload of bureaucratic demands). To address these difficulties, the experience demonstrated the viability and strength of using alternative materials alongside different types of experimentation. Based on this finding, the research’s Educational Product was developed in e-book format, titled “Experimental Practices: Focus on Science Teaching in Basic Education.” The material was created with the aim of offering direct pedagogical support to teachers, bringing together accessible lesson plans and helping to optimize planning time. The results reinforce that experimentation is a viable and powerful approach to teaching Science/Chemistry, and the resulting product serves as a guiding document to support teachers’ implementation of experimental practices in Basic Education.