REPRESENTAÇÕES SOCIAIS NO ENSINO DE QUÍMICA: PERSPECTIVAS DOS ESTUDANTES SOBRE POLUIÇÃO DA ÁGUA

This paper discusses two research movements within the context of an integrated high school technical course, where the teacher-researcher acted investigating their own teaching practice. The first movement was to explore the different dimensions that the social representations of students about the object "water pollution" may take. In this first stage, data collection was conducted through a questionnaire, focusing on the technique of free association of words, while the interpretation of information were introduced through content analysis. The second movement was established by the description and analysis of a pedagogical proposal of thematic nature, focused on questioning, which was tested with the same class, given the specificities and the importance of their representations. Based on the evidence we have discussed, it was inferred that the teaching of scientific knowledge was enhanced by developed dialogical approach, promoting the active participation of students and express the knowledge originating in daily life.