A realização de atividades experimentais no ensino de Química em uma escola da Zona da Mata Mineira

Abstract

This study was developed within the scope of the Professional Master's Program in Public Education Management and Evaluation (PPGP) at the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case analyzed addresses the implementation of experimental activities in the field of Chemistry at a public school located in the Zona da Mata region of Minas Gerais, Brazil. The general objective was to understand, based on the perceptions of Chemistry and Experimental Practices teachers, Basic Education Specialists (EEBs), and the school principal, how school management contributes to the planning and implementation of experimental and inquiry-based activities in Chemistry teaching. The specific objectives were as follows: (i) to describe the strategies used for implementing experimental activities in Chemistry teaching in high school; (ii) to identify and understand how Chemistry and Experimental Practices teachers plan experimental activities integrated with Chemistry content; (iii) to analyze the potentialities and challenges related to the implementation of experimental activities in Chemistry teaching, according to the perceptions of teachers, EEBs, and the school principal; (iv) to analyze how school management contributes to the planning and implementation of experimental chemistry activities; and (v) to propose pedagogical management actions aimed at improving the implementation of experimental activities in Chemistry teaching. This is a qualitative study conducted through documentary research and structured interviews with school managers, EEBs, and teachers. The theoretical framework is based on Carvalho (2013; 2023), Sasseron and Machado (2017), and Santos and Schnetzler (2015). Data analysis revealed the predominance of theoretical approaches over systematic experimental practices, weaknesses in pedagogical planning, limitations related to curriculum organization and school time, as well as the need for greater articulation among school management, teachers, and the pedagogical team. Based on the research findings, an Educational Action Plan (PAE) was developed to strengthen experimental practices in Full-Time High school Education, considering pedagogical management and the expansion of opportunities for planning, professional development, and discussions on experimental activities within the school context.