O desenvolvimento de competências socioemocionais nas aulas de química do ensino médio

Abstract

The traditional teaching format has increasingly distanced teachers from their students and hindered interaction between them. Classroom relationships are fundamental so that, in addition to being a space for study, the school also becomes a space that fosters civic education through the learning of chemical and social content. In this sense, it is important that the Chemistry teacher, in addition to being a mediator of knowledge, encourages students to be protagonists, fostering their autonomy, their development, and their effective participation in classroom activities. As a mediator, the teacher guides and assists students in developing competencies, whether cognitive or socio-emotional. In line with what has already been said, our research aimed to analyze the development of socioemotional competencies in high school Chemistry classes. Considering the postpandemic scenario and the growing discussion about mental health, we perceived the need to work on competencies beyond the cognitive ones, seeking other benefits for students, in addition to improving results in assessments and in the relationships that exist within the school environment. In this sense, we realized that using alternative teaching resources, such as experimental practice and an investigative approach, added expansive and applicable characteristics to learning. Thus, considering the National Common Curricular Base and the demands of contemporary teaching, our research was developed in a second-year high school class with the teacher in charge of the Chemistry discipline. The information obtained through semi-structured interviews, questionnaires, observations, and field diary entries were interpreted using Bardin's Content Analysis. Our results were satisfactory, since students and teachers identified an improvement in how interactions occurred in the classroom and, in personal conceptions, identified a development of engagement with others; in addition to bringing openness to the new as something positive for learning; these macro-competencies favor the integral development of the subject and contribute to a more efficient classroom dynamic. Finally, when carrying out the activities, we identified a change in the perspective of the class and in the result of the activities performed.