Uma sequência de ensino investigativa como proposta metodológica para o novo ensino médio: um olhar sobre as incertezas e perspectivas da química ; An investigative teaching sequence as a methodological proposal for the new high school: a look about the uncertainties and perspectives of chemistry

In order to reform High School, Law No. 13,415/2017 was enacted, which provides for an integral formation of the student, with a technical and professional emphasis in a more interdisciplinary and transdisciplinary way. However, the só-called – New High School – presents uncertainties as to the viability of its curriculum, which will be composed of the National Common Curricular Base and Training Itineraries, totaling a minimum workload of 3000 hours. The reform intends to organize a curriculum in a more flexible way, making the student the protagonist of his knowledge and seeking an interdisciplinary teaching, through the integration of subjects in areas of knowledge, being Mathematics and its Technologies, Applied Human and Social Sciences, Natural Sciences and its Technologies and Languages and its Technologies. Regarding the aspects of teaching Chemistry, the aforementioned law contributes to the construction of a scenario of insecurities regarding the scientific formation of the citizen, which may enhance difficulties that already exist in this teaching, such as, for example, the significant presence of abstraction inherent to knowledge. Chemicals and, as a result, the interpretation and understanding of the concepts of this science, which can cause students to lack interest in this science. However, Chemistry may have its workload reduced, in view of the offer of Training Itineraries that do not include this science, and this may lead to gaps in chemical knowledge, due to the lack of interest in this area of Natural Sciences and its Technologies, as well as such as the lack of qualified teachers in Chemistry or even the lack of structure and materials for approaching chemical knowledge. In order to overcome these adversities, teaching through investigation can contribute to bringing students closer to the scientific culture, through its way of building knowledge, starting from problems in order to enable the student to work with conditions inherent to the scientific phenomena of the proposed content. In ...