A integração das metodologias ativas nos currículos de Licenciatura em Química : uma análise reflexiva

Abstract

The initial teacher training for Chemistry faces the challenge of preparing undergraduates to meet the demands of 21st-century students. In this context, Active Learning strategies present themselves as effective methodologies for Chemistry teaching. This study aims to investigate the training in Active Methodologies (AM) for teaching and learning among Chemistry undergraduates in the state of Rio de Janeiro (RJ) in their undergraduate programs. The research was conducted through a qualitative approach, utilizing methodological instruments such as bibliographic and documentary research, in addition to data collection via an online questionnaire applied to the selected faculty members. These instructors were identified based on the analysis of course syllabi, curricula, and related documents from Chemistry Teaching degree programs at public institutions in RJ. The results reveal that among the courses mentioning at least one term related to Active Learning, most are characterized as general teaching, with a major focus on studying theoretical assumptions. Thus, it is emphasized that to consolidate this knowledge, it is essential that the programs allocate time and space for students to experience the practical applicability of what was studied in theory. Moreover, a consistent dialogue between universities and local basic education schools is crucial to ensure a more integrated and contextualized training. It is concluded that, in order to provide pre-service teachers with a broad repertoire of methodological approaches applicable to their teaching practice, it is necessary to include, in the basic training of Chemistry teachers, a course focused on the experience of active methodologies (AM). The educational product was designed as a course aimed at the training of Chemistry undergraduates. This proposal aims to promote discussions, analyses, and the exchange of experiences, fostering the construction of theoretical, practical, and experiential knowledge.