Jogo didático, memória dos saberes amazônicos: uma proposta metodológica para aprendizagem no 3º ano do ensino médio em uma escola pública de Macapá-AP

Abstract

The teaching of Organic Chemistry in high school presents challenges related to the high level of conceptual abstraction and the lack of contextualization of contents, which contributes to students' demotivation and learning difficulties. In this context, this research aimed to analyze the contributions of the didactic game "Memory of Amazonian Knowledge" as a methodological proposal for learning Organic Chemistry in the 3rd year of High School in a public school in Macapá-AP, valuing popular knowledge and Amazonian biodiversity. The study is characterized as applied research, with a qualitative-quantitative approach and an interventionist nature. The participants were 35 students from a 3rd year high school class and the Chemistry teacher. Data collection instruments included a diagnostic questionnaire (pre-test), a final questionnaire (post-test), a semi-structured interview, photographic records, and a field diary. Quantitative data were analyzed using simple descriptive statistics (n and %), while qualitative data were examined through Content Analysis. In the pre-test, 54.2% of the students considered the classes little interesting or demotivating. After the pedagogical intervention, 62.9% evaluated their understanding as "very good" and 28.6% as "good." Furthermore, 77.1% stated that the game greatly helped their learning, and 100% considered it very important to value popular knowledge in Chemistry classes. The results indicate that the association between dialogical expository classes, contextualization with Amazonian plants, and the use of a didactic game favored meaningful learning, student interest, and participation, confirming the research hypotheses. It is concluded that contextualized and playful methodologies are effective strategies for teaching Organic Chemistry, especially in public schools in the Amazon region.