O lugar da química na cozinha no Ensino de Química
Data
2022-10-04
Autores
Barberatto, Carolina Bucheb 
Orientadores
Aleme, Helga Gabriela
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O ensino de química é geralmente considerado algo complexo, seja pelas dificuldades de abstração de conteúdos, pouca motivação por parte dos alunos e falta de estrutura para realização de atividades experimentais. Pensando em alternativas para favorecer o ensino de química, utilizar ambientes comuns, como a cozinha, pode configurar como um cenário estimulante para a aprendizagem em formato de aulas práticas. Desse modo, o presente trabalho buscou compreender na produção científica do período de 2011 a 2021 o que tem sido produzido na área de educação em química sobre a temática. O processo metodológico foi baseado numa revisão sistemática que resultou na identificação de 48 produções acadêmicas, incluindo artigos, dissertações, trabalhos de conclusão de curso, resumos e trabalhos completos para congressos sobre o tema, suas origens e temas do ensino de química a eles articulados, categorizados por eixos de acordo com suas principais características, sendo elas: educação para a cidadania; formação de professores; ensino/aprendizagem de ciências e química e experimentação no ensino de química. Como resultado, foi possível observar que não há a predominância de um autor referência que conceitue a “química na cozinha” enquanto ferramenta pedagógica; o tema ainda é pouco estudado, dado o número de trabalhos identificados ao longo de período de anos delimitado e que a experimentação está associada a cozinha por conta da similaridade que possui em relação a um laboratório, assim como roteiros que buscam estimular o processo de ensino e aprendizagem a partir da contextualização. Dessa forma, podemos dizer a partir do conjunto de textos analisados que o lugar na química na cozinha no ensino de química figura: i.) como espaço alternativo para realização de experimentos, simulando e/ou substituindo um laboratório de química; ii.) como abordagem alternativa para incitar discussões acerca dos fenômenos que ocorrem relacionados a química e a arte de cozinhar, a partir do uso e exemplificação de utensílios e alimentos, com transformações físicas e químicas.
The teaching of chemistry is generally considered complex, either due to the difficulties in abstracting content, little motivation on the part of students and lack of structure to carry out experimental activities. Thinking about alternatives to favor the teaching of chemistry, using common environments, such as the kitchen, can be configured as a stimulating scenario for learning in the form of practical classes. In this way, the present work sought to understand in the scientific production from 2011 to 2021 what has been produced in the area of education in chemistry on the subject. The methodological process was based on mappings of 48 academic productions, including articles, dissertations, course conclusion works, abstracts and complete works for congresses on the theme, its origins and themes of chemistry teaching articulated to them, categorized by axes according to with its main characteristics, namely: education for citizenship; teacher training; teaching/learning of science and chemistry and experimentation in teaching chemistry. As a result, it was possible to observe that there is no predominance of a reference author who conceptualizes “chemistry in the kitchen” as a pedagogical tool; the topic is still little studied, given the number of works identified over a limited period of years and that experimentation is associated with cooking due to the similarity it has in relation to a laboratory, as well as scripts that seek to stimulate the teaching process and learning from contextualization. In this way, we can say from the set of alternative chemical methods in place in the chemical kitchen, teaching chemistry is: i.) as a space for carrying out experiments, simulating and/or replacing a chemistry laboratory; ii.) how to encourage the approach of phenomena that occur through the use of methods, physical transformations and alternative approaches.
The teaching of chemistry is generally considered complex, either due to the difficulties in abstracting content, little motivation on the part of students and lack of structure to carry out experimental activities. Thinking about alternatives to favor the teaching of chemistry, using common environments, such as the kitchen, can be configured as a stimulating scenario for learning in the form of practical classes. In this way, the present work sought to understand in the scientific production from 2011 to 2021 what has been produced in the area of education in chemistry on the subject. The methodological process was based on mappings of 48 academic productions, including articles, dissertations, course conclusion works, abstracts and complete works for congresses on the theme, its origins and themes of chemistry teaching articulated to them, categorized by axes according to with its main characteristics, namely: education for citizenship; teacher training; teaching/learning of science and chemistry and experimentation in teaching chemistry. As a result, it was possible to observe that there is no predominance of a reference author who conceptualizes “chemistry in the kitchen” as a pedagogical tool; the topic is still little studied, given the number of works identified over a limited period of years and that experimentation is associated with cooking due to the similarity it has in relation to a laboratory, as well as scripts that seek to stimulate the teaching process and learning from contextualization. In this way, we can say from the set of alternative chemical methods in place in the chemical kitchen, teaching chemistry is: i.) as a space for carrying out experiments, simulating and/or replacing a chemistry laboratory; ii.) how to encourage the approach of phenomena that occur through the use of methods, physical transformations and alternative approaches.