TCC Química
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Item Avaliação das atividades lúdicas nos PPCs dos cursos de licenciatura em química em instituições públicas(2025-07-01) Silva , Janaina Miguel da; Ferreira Junior , Jésu Costa; http://lattes.cnpq.br/5859354241648167; Nascimento , Flávia Braga do; https://lattes.cnpq.br/3585720352113766; Nogueira , Fred Augusto Ribeiro; https://lattes.cnpq.br/9784216306395155The training of Chemistry teachers faces significant challenges due to the abstract nature of the subject matter, requiring the adoption of innovative pedagogical methodologies. This study aims to analyze and evaluate the inclusion and implementation of playful activities proposed in the Political-Pedagogical Projects (PPCs) of undergraduate Chemistry programs at public institutions in Alagoas, focusing on the impact of such practices on initial teacher education. The research highlights the use of playful strategies as a pedagogical approach capable of making Chemistry teaching more dynamic, meaningful, and conducive to the development of essential professional skills. Active teaching methodologies, which place students at the center of the learning process, are discussed as effective tools for encouraging participation, autonomy, and critical thinking. The findings indicate that, despite widespread recognition of the benefits of playful activities, their implementation still faces obstacles such as resistance from teachers and students, lack of specific training, and scarcity of appropriate pedagogical resources. However, the analyzed experiences show that, when well-planned and executed, these activities foster greater student motivation, enhance the understanding of abstract concepts, and support the development of socio-emotional skills such as creativity, collaboration, and teamwork. The study proposes a more structured integration of active methodologies into the curriculum, along with ongoing teacher training, in order to promote more engaging and effective teaching practices. By incorporating playful strategies into teacher education programs, it is expected that future Chemistry teachers will be better prepared to face contemporary teaching challenges and deliver a higher-quality education.Item O ensino de química para deficientes visuais: produção de caderno experimental como ferramenta colaborativa para aulas de química(2025-06-30) Silva, Arali Meireles Lima; Bernardo, Francyelle Moura de Oliveira; http://lattes.cnpq.br/8677739496868550; Ana Carolina Fradique de Lyra; Lyra, Ana Carolina Fradique de; http://lattes.cnpq.br/5481668229830134; Nascimento , Flávia Braga do; http://lattes.cnpq.br/3585720352113766Item Storytelling como recurso didático para o ensino de oxidação e eletrólise no ensino médio(2025-05-28) Santos, Jeane Albuquerque dos; Nogueira, Fred Augusto Ribeiro; http://lattes.cnpq.br/9784216306395155; Santos , Eduardo Lima dos; http://lattes.cnpq.br/0426360378881187; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461The difficulty high school students have in understanding technical chemistry content, such as physical chemistry and electrochemistry, highlights the need for innovative teaching methodologies that make learning more accessible and meaningful. Given this scenario, this study used storytelling as a teaching strategy for teaching chemistry, with the aim of promoting greater engagement, contextualization, accessible language, and knowledge retention. To this end, the specific objectives defined were to analyze the recurrence of physical chemistry and electrochemistry content in the ENEM (2020-2024) exams, develop and apply pedagogical proposals using narratives, and evaluate the impacts of this methodology on the teaching and learning processes. The research had a qualitative, quantitative, and exploratory approach, structured in three stages: statistical analysis of the chemistry questions on the exam, bibliographic review on active methodologies and storytelling, and elaboration of a pedagogical proposal. Two activities were developed: “Statue Oxidation” and “Battery Storytelling: Improper Disposal”, which contextualize chemical concepts through interactive and interdisciplinary narratives. The results revealed that the use of the narrative resource favors the understanding of the content, stimulates student participation and contributes to the development of critical and reflective skills. The strategy was aligned with the guidelines of the National Common Curricular Base (BNCC), although its implementation still faces challenges related to teacher training and school infrastructure. It is concluded that the narrative proposal is a promising approach for teaching chemistry, and its application in different educational contexts is recommended.Item Utilização de vídeos didáticos para o tema técnicas de extração(2025-07-08) Barbosa, Cândida Caroline da Silva; Ferreira Júnior, Jésu Costa; http://lattes.cnpq.br/5859354241648167; Silva, Leonardo Vieira da; http://lattes.cnpq.br/3401495568705461; Azevedo , Edmar Marinho de; http://lattes.cnpq.br/2213926589443334This study investigates the use of educational videos as a complementary pedagogical tool in teaching Organic Chemistry, particularly in experimental classes taught in Technical High School Chemistry courses at the Federal Institute of Alagoas (IFAL), Maceió Campus. The main objective is to address the difficulty many students face in connecting theory and practice with the content studied, including a lack of familiarity with the materials and reagents that will be used during laboratory classes. Thus, the proposal aims to promote a more dynamic (using visual resources and accessible language), contextualized (relating the content to everyday experiments), and meaningful (encouraging students' understanding and proactive role in experimental practice) teaching-learning process. Three demonstration videos of experiments included in the curriculum for third-year Technical High School students were produced and applied. All videos exclusively address extraction techniques, as this is a thematic focus defined in the research. The techniques used were: (i) solid-liquid extraction of caffeine, (ii) extraction using a Soxhlet apparatus, and (iii) acid-base extraction of Doril components. The videos were watched before the experiments. Before the practical classes and after watching and completing the practical classes, students completed questionnaires on the concepts and laboratory practices on Google Forms. The results demonstrated a significant improvement in understanding the concepts and conducting the experiments, indicating that the audiovisual resource contributes to student preparation, reducing doubts and increasing performance in the practical classes. Student evaluations of the pedagogical tool highlighted its clarity, usefulness, and appropriate structure. Therefore, the use of educational videos, integrated in a planned manner into the pedagogical process, achieved the proposed objectives and proved to be an effective tool for teaching Organic Chemistry practices, fostering knowledge construction in a more accessible, interactive, and meaningful manner.