Resumo O problema deste artigo centra-se no ensino de ciências desvinculado das relações sociopolíticas, por isso, a necessidade de promover o diálogo entre as ciências naturais e as ciências sociais e garantir a possibilidade de uma construção ético-social na formação de professores de escolas públicas, em um país de maioria negra. Este artigo apresenta uma pesquisa desenvolvida de forma qualitativa, entendida como um estudo de caso etnográfico, em que foram analisadas 5 oficinas planejadas e realizadas em uma escola estadual de educação básica na cidade de Goiânia-GO, Brasil. Através da técnica de análise de conteúdo. As oficinas buscaram ensinar interações intermoleculares e valores relevantes para a Educação em Direitos Humanos por meio da arte marginalizada do grafite. Destacamos na análise a categoria “relação social de poder” e como ela se configura em uma proposta lúdica do opressor diferente do oprimido.

Abstract El problema de este artículo se centra en la enseñanza de las ciencias desvinculada de las relaciones sociopolíticas, por lo tanto, la necesidad de promover el diálogo entre las ciencias naturales y las ciencias sociales y garantizar la posibilidad de una construcción ético-social en la formación de profesores de escuelas públicas, en un país con una mayoría negra. Este artículo presenta una investigación desarrollada de forma cualitativa, entendida como estudio de caso etnográfico, en la que se analizaron 5 talleres planificados y realizados en una escuela estatal de educación básica en la ciudad de Goiânia-GO, Brasil. A través de la técnica del análisis de contenido. Los talleres buscaron enseñar interacciones intermoleculares y valores relevantes para la Educación en Derechos Humanos a través del arte marginado del graffiti. Destacamos en el análisis la categoría “relación social de poder” y cómo se configura en una propuesta lúdica del opresor diferente al oprimido.

Abstract: This study aims to reveal the definitions of the concept of game, research approaches used, as well as the types of game proposed in papers published by the Journal Química Nova na Escola. To do that, we carried out bibliographic research in all issues and volumes of the journal until the year 2021, through which 37 studies were found that address the theme. The study of those articles, based on content analysis, revealed three categories of analysis, a posteriori, which aimed to explain the aspects mentioned previously. We noticed that the most commonly used games are board and card games, which may be related to the playful culture of the place where such materials have been used. In addition, there has been a conceptual evolution of the game theme over the years, as well as greater methodological rigor in more recent papers than in older ones.

Resumo: Este artigo tem como objetivo desvelar as definições do conceito de jogo, abordagem de pesquisa utilizada, bem como o tipo de jogo proposto em trabalhos publicados pela revista Química Nova na Escola. Para isso, realizamos uma pesquisa bibliográfica em todos os números e volumes do referido periódico até o ano de 2021, por meio da qual foram encontrados 37 artigos que abordavam a temática mencionada. O estudo desses artigos, a partir da técnica de análise de conteúdo, revelou três categorias de análise, a posteriori, que visavam compreender os aspectos anteriormente mencionados. Dessa forma, percebemos que os jogos mais utilizados são os de tabuleiro e de cartas, o que pode estar relacionado com a cultura lúdica do local onde tais materiais foram utilizados. Além disso, verificou-se uma evolução conceitual do tema jogo ao longo dos anos, bem como um maior rigor metodológico em trabalhos mais recentes do que nos mais antigos.

Students, generally, are afraid of studying chemistry because they understand that it is a very complex area of knowledge and that it doesn’t has use in daily lives and in intended profession, which is a problem we identified in a Civil Engineering course. With this, we proposed a project in this course, based on educational robotics and educational cooperation, with the intention to form a group of students and a teacher to make a robot involving chemical knowledge in civil construction. The group made a robot, using an Arduino kit and material recycling, to identify electrochemical corrosion in concrete structures. We conducted a case study about the group through the analysis of gestures, products made, and notes in a notebook, from which two cooperative categories emerged: planning and application. From these categories, we identified that the students had their cognitive structures unbalanced by difficult situations, trials, errors, and diverse knowledge. The formation of a new equilibrium condition resulted from individual and social developments in constant interdependence, allowing the joint construction of knowledge, whose complexity increased during the process and culminated in the realization of the robot. All these aspects characterized cooperative learning.

Resumo: Este artigo discute diferentes significados de colaboração e cooperação com base em conceitos piagetianos e freireanos, entre outros. Apresentamos também uma proposta de ressignificação desses termos na educação, que resultou em dois processos: colaboração educativa e cooperação educativa. Combinando colaboração educativa com robótica pedagógica, estudantes universitários e um professor partiram do contexto da construção civil para projetarem um robô, que pudesse identificar corrosão eletroquímica em estruturas de concreto. Duas categorias emergiram desse processo (dúvidas e sugestões) e foram analisadas em sua forma e conteúdo por um método de pesquisa proposto em três etapas, fundamentadas na colaboração educativa: razão hierárquica, razão categórica e análise qualitativa subcategórica. A colaboração educativa culminou em aprendizagem colaborativa, demonstrando ser um método de ensino contextualizado em que há participação ativa dos alunos. A aprendizagem colaborativa foi evidenciada pela construção conjunta de conhecimentos para confeccionar o robô, sendo resultado do reequilíbrio entre fatores individuais e sociais.

Abstract: This paper discusses different meanings of collaboration and cooperation based on Piagetian and Freirean concepts among others. We also present a proposal for resignification of these terms in education, which resulted in two processes: educational collaboration and educational cooperation. By combining educational collaboration with pedagogical robotics, university students and a professor started with the context of civil construction to design a robot that was able to identify electrochemical corrosion in concrete structures. Two categories emerged from this process (questions and suggestions) and were analyzed in their form and content through a scientific research method proposed in three stages, based on educational collaboration: hierarchical ratio, categorical ratio and subcategorical qualitative analysis. The educational collaboration culminated in collaborative learning and proved to be a contextualized teaching method in which there is active student participation. Collaborative learning was evidenced by joint construction of knowledge to construct the robot, a result of the rebalance between individual and social factors.

RESUMO: Este artigo teórico objetiva apresentar uma proposta de como o jogo pedagógico deve ser analisado e compreendido a partir da concepção de esquemas conceituais. Para tanto, os autores discutem sobre a concepção de jogos recreativos a partir da ótica de três esquemas conceituais, os esquemas: Regras, Interação Lúdica e Cultura. Posteriormente, após caracterizar o jogo pedagógico, de acordo com discussão realizada sob a luz da literatura específica, os autores apresentam e discutem em detalhes o esquema primário proposto por eles para se pensar o jogo pedagógico, o esquema Educação Formal. Por fim, apontam os autores que a proposta pode ser utilizada para se pensar e elaborar jogos pedagógicos não somente para o ensino das Ciências Naturais praticado na Educação Básica, mas em qualquer disciplina vinculada à Educação Formal.

ABSTRACT: This theoretical article aims to present a proposal of how the pedagogical game should be analyzed and understood from the conception of conceptual schemes. To do so, the authors discuss the conception of recreational games from the point of view of three conceptual schemes: Rules, Playful Interaction, and Culture. Later, after characterizing the pedagogical game, according to the discussion held in the light of specific literature, the authors present and discuss in detail the primary scheme proposed by them to think about the pedagogical game, the Formal Education scheme. Finally, the authors point out that the proposal can be used to think and elaborate pedagogical games not only for the teaching of Natural Sciences practiced in Basic Education, but in any discipline linked to Formal Education.

RESUMEN: Este artículo, de carácter teórico, objetiva presentar una propuesta de como el juego pedagógico debe ser analizado y comprendido a partir de la concepción de esquemas conceptuales. Para tanto, los autores discuten a respecto de la concepción de juegos recreativos desde la óptica de tres esquemas conceptuales: Reglas, Interacción Lúdica y Cultura. Posteriormente, después de caracterizar el juego pedagógico y de acuerdo con discusión realizada a la luz de la literatura específica, los autores presentan y discuten en detalles un esquema primario para pensar el juego pedagógico: el esquema denominado Educación Formal. Por último señalan que la propuesta puede ser utilizada para pensar y elaborar juegos pedagógicos no solamente para la enseñanza de las Ciencias de la Naturaleza en la Educación Básica, sino en cualquier asignatura de la Educación Formal.

This paper presents the application of a Short ARG built to be applied in a single class, instead of a longer interval, as it is common in strategies such as ARG. ARGs are games based on role-playing experiences that involve role playing using a particular place, in this case, two classrooms and an education lab. Whereas ARG’s characters are the participants/players themselves, in this study, they were the Chemistry undergraduate students. The students/players were aimed of various clues and moments involving chemical concepts to find a lost student. We could notice ARG can be a teaching strategy, we mean, an alternative for conceptual discussion in the classroom as well as a diagnostic and formative assessment tool, characteristic of the use of games and recreational activities in teaching scientific concepts.

Metallic oxides are used in cosmetic shadows formulations in order to highlight the area around the eyes, with different colors. Due to the close proximity to the eye mucosa, these products are a potential source of metal intoxication in human body. Based in this fact, several analytical methods to quantify metals in cosmetic shadows have been proposed in the literature. This paper, propose a contextual experiment to investigated the presence of Al3+, Fe3+ and Cu2+ using UV-VIS spectrophotometric and complexation reactions in solvent mixtures to generate cromophore species. These experiments have the potential to insert a contextual discussion in chemistry and pharmaceutical graduation courses, making a meaningful experimentation in the formative attribute of these courses.

Resumo: O uso das tecnologias de informação e comunicação (TIC) evidencia uma transformação nos processos de ensino e de aprendizagem, destacando a informação como relevante para uso das TIC em sala de aula. Este artigo, recorte de uma pesquisa de doutorado, discute o acesso às informações e o uso das TIC no ensino de química e os aspectos semióticos envolvidos na interpretação de informações para a verificação da aprendizagem. A pesquisa foi realizada em uma escola pública e investigou como os estudantes interpretam e manipulam as informações acessadas via web. Pesquisou, também, como fazem a correlação abstrata entre signos para elaboração de um raciocínio representativo de objetos ausentes. Constatou-se que a informação acessada de forma autônoma e manipulada pelos alunos se configura como incipiente para o desenvolvimento da aprendizagem, sendo fundamental a figura mediadora do professor para um uso significativo em sala de aula da informação acessada pela internet.

Abstract: The use of information and communication technologies (ICT) results in a transformation in the teaching-learning process, highlighting the relevance of the information for the use of ICT in the classroom. This paper, part of a doctorate degree research, discusses the information access and the use of ICT in chemistry teaching and the semiotic aspects involved in the interpretation of information to verify the learning process. The research took place in a public school and investigated how the students interpreted and manipulated information obtained through the web. It also investigated how the pupils made the abstract correlation among semiotics signs in order to formulate representative reasoning about absent objects. It was verified that the information accessed in an autonomous way and manipulated by the students was insufficient to learning development, showing that teacher mediation is fundamental for the use of ICT with the purpose of making significant use of information through internet access.

In this work, we aim to draw a panorama of the chemistry teaching area and its relation with the teaching division in SBQ 40 years. We start from the analysis of the Chemistry Teaching National Meetings in the last 15 years in comparison with those occurred in the 80’s and 90’s. Then, we present the growth of the chemistry teaching regional meetings and their capacity to congregate researchers and students in a decentralized way, important to the inclusion of new chemical educators. We discuss the scientific journals in the area considering the research on various themes. Finally, we analyze the growth of chemistry degree courses in Brazil and the number of researchers in the area, as well as the main themes explored by the research field of Chemistry Teaching in Brazil.

We developed and applied an educational instrument (ID) to discuss, in the discipline of Supervised Pre Service Teachers Practice 1, guidelines for teacher education to redefine teacher knowledge with a specific focus on chemistry teachers. The study used methodological fundamentals of Discursive Textual Analysis that involves identifying and isolating a set of materials subjected to analysis, categorizing these statements and producing texts, integrating these descriptions and interpretations, basing its construction on the category system built. Data were collected through participant observation and text readings used by the students in performing the activity. It was noted that the chemistry teachers trained were able to express opinions that indicated the Construction of Meanings Interface that was the category of analysis established a priori.

This paper presents and discusses governmental approaches to teacher training introduced in 1990, whose focus is the education of chemistry teachers. Therefore, the aim of this study was to establish the relationship between legal aspects and background needs present in the Brazilian educational context, taking into account that the last two decades has seen a significant increase in the chemistry licensure courses offered by higher education institutions in Brazil. Discussing these aspects of chemistry teachers provides a reflection on the real background needs for this group of professionals.

This article describes some historical moments in the establishment and development of chemistry teacher's training courses since 1930, with the creation of universities in Brazil, until 1980. Correlations between educational and political questions that influenced the directions taken for the formation of chemistry teachers in Brazil are discussed. From a review of the bibliographical sources available, we revisited stances of discussions on public policies related to science teacher's formation in general and in chemistry, particularly, in order to provoke a reflection on what challenges and prospects exist in the current scenario of undergraduate chemistry education in Brazilian universities and colleges.

Dada a grande influência da televisão na vida dos jovens, a presente pesquisa investigou um dos gêneros televisivos que se destina ao público infanto-juvenil: os desenhos animados. Esta investigação consiste em uma análise documental com base em alguns episódios dos desenhos Jimmy Nêutron e O Laboratório de Dexter, com a intenção de detectar quais visões de ciência são veiculadas por meio destes episódios. Tal análise realiza-se sob a ótica das idéias de alguns pensadores representativos da Filosofia das Ciências, por serem estas idéias importantes para a compreensão de como se desenvolveu e tem se desenvolvido o pensamento científico em nossa sociedade. O presente artigo sugere o uso de desenhos animados como alternativa para motivar debates que privilegiem a construção do conhecimento científico com base em um universo familiar ao estudante.

Because of the big influence of TV in youngsters' lives, this research seeks to investigate one kind of TV program for children and teenagers. This investigation consists of a documentary analysis of some episodes of Jimmy Neutron and The Dexter Lab cartoons with the purpose of detecting which science views are broadcast in these episodes. The analysis is made from the point of view of some representative thinkers in the philosophy of science. These ideas are important in understanding how science thinking has developed in our society. This present article shows the use of cartoons as an alternative to motivate debates which will drive the construction of scientific knowledge using an environment familiar to the student.

The present paper discusses the influence of TV and general media on students scientific ideas and the teacher's perception of this influence on students during class time. 17 high-school chemistry teachers with teaching degree, working in state schools, were interviewed. The interviews showed that both, teachers and students, have a positive opinion of science and the scientist. According to their teachers, students' positive view of science is greatly influenced by TV. The developed study shows how important epistemology is in teachers' college formation to offer them a critical perception of science treated in general media.

The use of natural dyes to demonstrate principles of paper chromatography is proposed. Extraction of the coloring compounds were performed in order to obtain the aglycone form of the anthocyanins present in the crude extracts. Separations were carried out on chromatographic paper with BAW (butanol/acetic acid/water) as mobile phase and the results compared with literature data. The crude extracts were obtained from Tibouchina granulosa, Rododhendron simsii, Impatiens walleriana flowers which are wildely found in Brazil and Phaseolus vulgaris L. grains skin which is the principal ingredient of the world famous "feijoada". Such species were chosen in order to attract the students attention since they are present in their quotidian, in agreement with the new proposals for Brazilian education.