MAIN DIFFICULTIES IDENTIFIED IN THE TEACHING-LEARNING OF CHEMISTRY FOR HIGH SCHOOL: SYSTEMATIC REVIEW
Keywords:Teaching Chemistry, pedagogical practices, metodologias de ensino, déficit de infraestrutura
People often say that disciplines that make up the natural sciences are difficult to learn. Chemistry was once stereotyped in a song about the entrance exam, which was successful in the 1980s, whose refrain was “I hate Chemistry”. However, as it is a stigma laden with common sense, little or nothing is pointed out as the root of this difficulty, leaving the generic statement of what is difficult as a whole. In order to respond scientifically and point out what is actually a difficulty in the teaching-learning process of Chemistry, it is necessary to carry out a specific literature review, whose analyzed articles point out the main difficulties faced by students and teachers in the day-to-day of classes in high school Brazilian schools, whether private or public, to cover a greater variety of samples. Along with the objective of collecting information about the difficulties, the different methodologies and pedagogical practices applied, in the authors' narratives, to try to resolve or remedy these obstacles stand out. We can conclude that there are dozens of methodologies and pedagogical practices in progress, but there is an infrastructure deficit, which includes the lack of teachers, assistants and volunteers, and the lack of laboratories, equipment, reagents and maintenance, mainly in public schools, which compromises and complicates the whole teaching-learning process of Chemistry.
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Copyright (c) 2023 Wladimyr Mattos Albano, Cristina Maria Carvalho Delou
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