Pulso químico: um jogo didático no ensino de química sob o olhar da aprendizagem inventiva

Abstract

Even though there are a series of methodological advances in chemistry teaching, such as the use of playful practices in the classroom, this still appears to be permeated by perspectives inherited from scientific positivism, assuming teaching based on solving ready-made problems, in turn, configuring learning focused on utilitarian logics. As a result, we sought to address inventive learning, which focuses on the development of subjectivity and the invention of problems, in order to explore the multiplicities that permeate the teaching of chemistry through the use of games. To this end, we sought to discuss the relationships existing in the aforementioned elements, where parameters were listed for the development of a game that explored the concept of chemical reactions under the CTS guidelines as a problematizing approach. Through the provisions, it was realized that despite being little explored in this sense, games can present themselves as promising devices in mobilizing the processes of inventive learning, as well as the latter's potential in outlining new dimensions for the chemistry teaching.