Banca de DEFESA: ANTONIO DENÍLSON LEANDRO DA SILVA

DISCURSIVE INTERACTIONS AND THE (RE)SIGNIFICATION OF THE ACID-BASE CONCEPT THROUGH INVESTIGATIVE ACTIVITIES IN CHEMISTRY TEACHING

Discursive interactions; investigative activities; Teaching Chemistry

Current trends in Science Education seek (trans)formations with a view to (re)signify learning of scientific concepts in the classroom, through methodological dynamics that foster critical thinking and student protagonism. Throughout this research, we sought to analyze, in qualitative terms, the constitution of discursive interactions and the (res)signification of the acid-base concept based on investigative activities in Chemistry teaching. Thus, the research is of a qualitative nature, and was developed with 26 (twenty-six) students from the first year of high school in a state public school in the Northeast of Pará. For the production of data, we resorted to video recording as a collection instrument, for subsequent transcription and analysis of all moments proposed in an investigative activity about acids and bases. We also applied two questionnaires with open questions, which were answered by the students at the beginning and at the end of the research proposal. The analysis of the videographed data took place from the analytical tool developed by Mortimer and Scott, from which we were able to characterize the discourses developed by teachers and students in the classroom through discursive interactions, looking at the patterns of interaction . The questionnaires were analyzed in the light of Discursive Textual Analysis. Initially, through the students' previous conceptions, we found very superficial ideas about acids and bases, however, it was possible to perceive a significant conceptual advance elaborated throughout the activities. Also, based on the discourses that permeated the discursive interactions, we identified the presence of different classes of communicative approaches, with the most prevalent being the dialogical interactive and the interactive authority approach. The IRA standard has emerged on several occasions. Thus, we believe that the use of investigative activities in Chemistry contributes significantly to the construction of concepts in the classroom and we hope that this research will serve as a basis for the development of new studies.