The present work proposes the use of educational robotics as a
pedagogical tool in the process of teaching and learning
chemistry, in a steam approach to basic education. The
research was developed in three stages. The first was to carry
out a vast search in periodicals from 10 A and B quality
magazines in search of articles focused on the use of robotics
applied to chemistry teaching. In this search, 5567 articles were
evaluated, of which only two were within this threshold. The
second stage was the elaboration of a didactic sequence with its
subsequent application in a 2nd year high school class at the
State school located in Boca da Mata, in the interior of Alagoas.
The sequence is made up of seven moments, they are: 1 -
division of groups and choice of projects to be developed. 2 -
anamnesis and class on the Canva platform. 3 - assembly of kits
for construction of projects and monitoring of slides, 4 -
beginning of construction of prototypes and monitoring of
construction of slides, 5 - Finalization of prototypes with
subsequent programming and monitoring of slides. 6 -
culmination of work and final presentation, 7 - evaluation on
Google Forms. The third and final step was the application of
the sequence and the results obtained were quite satisfactory.
With the use of the methodology, it was possible to observe a
significant increase in correct answers when comparing the two
questionnaires made on Google Forms, such as the 3rd
question which deals with the Chemical explanation of the
greenhouse effect phenomenon, in which at first only 41.7% of
the students chose the correct alternative, and after applying the
didactic sequence the percentage became 79.2%. The result
presented corroborates with Papert's (1980) constructionism, for
the author the use of active methodology combining educational
robotics with Chemistry makes the process of knowledge
construction much more efficient, giving it meaning when
constructed by actively involving students. In the process of
building the two prototypes, line follower and light follower, and a
seminar developed and presented by students on the Canva
app at the end of the work, it was observed that there was
greater student engagement in the development of the subjects
worked on by each project.

The methodology used is a didactic sequence divided into 7 classes organized in; 1st class - Division of groups and choice of projects to be worked on plus the theme of the seminars to be developed by the groups of students; 2nd class - Questionnaire application in google forms about the themes of each group, registration photo of the prototype construction manual and class on how to use the platform Canva; 3rd class - Assembling the kits for building the prototypes, and monitoring the construction of slides for presentation of seminars; 4th class Assembly of prototypes and follow-up of the slides for the seminars; 5th class - Programming and finalization class of the projects already with programming and follow-up of the slides for the seminars; 6th class - Culmination, presentation of prototypes and presentation of seminars; 7th class - Application evaluative questionnaire on google forms of the subjects worked on in the seminars. You subjects chosen for the seminars are for the Follower of Light; Green chemistry, semiconductors, renewable energy and sustainability. As for the line follower, we have; green chemistry, global warming and the chemistry involved. Finally, the teacher should develop a kit to application in public schools with manual and video lessons so that any teacher only with a kit and manual can this methodology be applied.

One of the greatest difficulties for teachers in the area of Chemistry and also for students is to be able to relate the contents of this discipline with everyday life, since expanding the range of educational resources, with the use of contextualization, the assimilation of chemical concepts will take place more assertively, thus improving performance in the teaching-learning process. In order to bring chemical concepts closer to the students' experience for the Thermochemistry content, we used a Didactic Sequence, using the theme “Food Energy” as Generating Theme. This sequence was applied in two public schools in the State of Alagoas, by two teachers, both with classes with an average of 50 students enrolled, however, some of these students are dropouts. At the initial moment of DS, a questionnaire was applied as a diagnostic evaluation; and at the end of the sequence process, a summative evaluation was applied, in order to make a comparative analysis of the notes at the beginning and at the end of the sequence, with satisfactory results, demonstrating through these that the use of the didactic sequence contributed to the teaching-learning process.

It is known that the Science/Chemistry teaching-learning process has been experiencing an educational failure; for many education scholars, it is linked to a decontextualized, non-interdisciplinary science education and the use of traditional metrology (SANTOS; CAMPOS, 2019); thus, this work comes as a possibility to meet this problem, starting from popular knowledge of medicinal herbs, teas as a starting point for teaching Chemistry (mixtures) and forming more and more citizens. In this perspective, the main objective of this work was to develop and apply a didactic sequence involving medicinal herbs and mixtures in 09 classes and, also, in a cooperative way with students, school community and teacher, the construction and maintenance of a didactic site with the cataloging of the main medicinal herbs, most used by the community. First, the Construction Site was built in five stages: i) weeding the land; ii) the implementation of medicinal plants at the construction site; iii) cultivation of the site and preservation of plants; iv) the debate on medicinal herbs and preservation of the construction site; v) discussion about medicinal plants and socialization. Second, at the same time, we analyzed the evidence of learning of a more qualitative than quantitative nature, on the application of this study, Delizoicov (2011), which were in three pedagogical moments: 1) the launch of the proposal in a dialogic and investigative way of study, basic information about medicinal herbs, the initial problematization and a previous questionnaire; 2) the study of medicinal plants and chemistry, mixtures; finally, 3) through a demonstrative experiment, final discussion on the importance of the Didactic Site and application of a post-questionnaire. Therefore, it is pertinent for a more meaningful teaching, that it starts from the daily life of the students, so that they build their knowledge in an active way.

Education in chemistry should transcend the memorization of concepts and formulas for the development of learning that brings the development of skills and abilities to students. Therefore, the search for resources that can bring meaningful learning, where the student has with this knowledge the ability to act in their daily lives in a positive way. Thus, the plastic theme emerges as a contextualized teaching proposal that contributes positively to the aspects of learning for life. Linked to this theme are several aspects linked to the students' daily lives: technological development, environment, pollution, among other aspects, which can enhance the study of science beyond what is done in the classroom. This paper then proposes the analysis of the material of the Bernoulli system of teaching, aimed at high school, in order to verify if it, through the plastic theme, develops aspects that contemplate the significant learning, which brings to the student's life the necessary contributions for him to develop, in his social environment, citizenship, and thus be able to understand phenomena that surround him, giving him the possibility of solving problem situations that may exist in his daily life. This material has several didactic resources, mainly related to technological issues. After the analysis of the material, it is evident that the role of the teacher is fundamental in the planning of his or her classes, even though the material is rich in resources, but may not include, in a more emphasized way, topics that address the student's daily life, for the development of skills that help him or her understand and solve everyday problems. Finally, the didactic sequence (DS), as proposed in this work, can then be an important tool in the development and execution of this lesson plan with educational goals that have as their main objective to bring students to the center of their learning.

The present work brings the theoretical foundation, methodology used and results obtained from the application of two educational products, one of them, an experimental booklet, where it is presented in two versions, one for the medium level and another for the elementary level and one anaerobic biodigester made with the instructions in these booklets. These booklets, which are available in the appendices of this work, bring in their scope a suggestion of a didactic sequence, which will culminate in an experimental activity, which is the construction of the anaerobic
digester. The methodologies suggested and applied in this work are based on Problem-Based Learning (ABRP) and Maker. The educational products were applied in classes of the 3rd year of high school in the elective subject of Environmental Chemistry in a state public school and full-time in the city of Maceió - AL. The results obtained in this work demonstrate that the educational products applied are effective in the teaching and learning process, which
can be observed in the results obtained from diagnostic evaluations.

The present work sought the elaboration and application of a
didactic game as a playful tool in the teaching-learning process
in the area of teaching Natural Sciences/Chemistry for high
school. For the application of the game "Biomolecules Master,
an interactive didactic sequence (SDI) was used to introduce the
subject addressed in the game about the main Biomolecules:
Carbohydrates, Proteins and Lipids in order to verify the didactic
support of this pedagogical resource for the discipline of
Chemistry. . The development of the game was based on the
use of easily accessible and low-cost materials. The proposed
activities were applied in two classes of 3rd grade of high school
in a public school located in the city of Maceió, Alagoas. The
results show that the SDI and the didactic game increased the
students' interest in the proposed content, since in addition to
being a pleasant activity, the fun of the game associated with
science knowledge allowed not only a better memorization of
the content, but also aroused curiosity. , sociability among
students, creativity, reflection on the topic, spirit of cooperation
among students, in addition to competitiveness through
interaction, to the point of making this process more attractive,
dynamic and transparent, ensuring students a greater
understanding and mastery over the addressed content. We
observed that the elaborate game can be used in different
contexts, depending on the teacher's didactic strategy.

A new proposal for high school education validated in the new National Curricular Common Base, BNCC, enacted in 2018 and with a deadline to be effective in 2022, proposes to the student how to be active in their educational training, develop skills and abilities during the course of high school in addition to of your educational background, goals and directions in your life. In the new high school, the innovative subject known as Life Project was included, which proposes training that includes the development of skills in the areas of knowledge and socio-emotional skills, in addition to a direction of their role in society and environment in which they are inserted. Based on the new educational proposals, an action research was carried out, with the objective of putting into practice a project related to the treatment of urban solid waste, relating biogeochemical cycles and environmental pollution themes, with a proposal for the execution of a project, where the high school students were the protagonists in the phases of: planning, development and execution under the supervision of the teacher-researcher. Every proposal and consequent pedagogical practice took place at Colégio Tiradentes, belonging to the State Education Network, in the State of Alagoas in the municipality of Maceió from August 2021 to June 2022, with students from the first year of high school. This research aimed to collaborate with the teaching/learning processes based on projects in line with the new BNCC, the Life Project and the formative Itineraries of the new high school. Atmospheric gases, micro and macro nutrients, carbon cycle and nitrogen cycle could be worked in a practical way with an educational project led by students. The project to develop a composttype digester associated with a vertical garden related to the chemical compounds present in this work, specifically the cycles of carbon, nitrogen and environmental pollution, reported in the development of this research, followed in a participatory way with those involved in the project and after its execution, it was found that most students were able to relate the wrong disposal of solid waste with the environmental damage that it causes, being one of the guidelines of Environmental Chemistry, during the development and completion of the project.

Chemistry teaching, with its diverse social, cultural, technological and environmental contexts,
offers offers of methodological educational possibilities, helping to explain, disseminate and
absorb its varied contents, increasingly leading to the search for alternatives that effect the
process of teaching learning, opposing the traditional method. For the use of this approach,
seeking to build the teaching-learning process, teas can be used, they carry a significant
baggage for this purpose because they are compounds belonging to the context of the 

students, bringing the possibility of covering those who have direct contact with the foot of
plants used as teas, going through those who have these teas in sachets at home, and going to
those who drink iced tea in trendy restaurants, making students use common sense, bringing
knowledge from conceptions in different areas , arising from their experiences and social
experiences. . Therefore, the present work brings a Didactic Sequence (SD) using these
compounds, through the use of the various active substances present in them, which present
varied organic functions, such as alcohols, ethers, esters, among others. This work aims to help
teachers, giving them the possibility of another pedagogical resource, and to help students in
the process of absorbing the content of Organic Chemistry. For this purpose, several
methodologies were used, divided into stages that involve discussions, research, video
presentation, exercises, poem construction and the use of a digital tool. These phases were
applied to a 3rd year high school class of a private school. The results describe the entire
process of participation, questioning, engagement and involvement of students throughout
the application of SD development, so that it is believed that the proposals presented
contributed significantly to the teaching-learning process, and made the student to see himself
within the content, ceasing to be a mere spectator, becoming the protagonist and holder of
knowledge.

No atual cenário do ensino brasileiro, onde boa parte dos sujeitos alunos tem acesso a um grande acervo digital, os professores, através de sua prática docente, se sentem cada vez mais desafiados a atender as perspectivas desses sujeitos, inseridos na chamada geração tecnológica. Buscando aliar a prática docente ao uso de ferramentas como recursos tecnológicos educacionais, este trabalho objetiva contribuir no processo de ensino-aprendizagem de alunos de 1º^s anos do Ensino Médio de duas Escolas, uma da Rede Federal e uma da Rede Estadual do Município de Maceió, com a produção e o uso de um aplicativo de Química, denominado QUIMILOL. O percurso metodológico consistiu na delimitação do perfil do público participante, seguida da instrução do uso dos aplicativos Socrative e Plickers, utilizados na coleta de dados através dos questionários em sala. Na sequência, o aplicativo QUIMILOL, abordando o diagrama de Linus Pauling como recorte da atomística, mais especificamente sobre a distribuição eletrônica dos subníveis, em espécies químicas neutras e iônicas, foi testado e avaliado, tanto pelos discentes, quanto por docentes de química convidados. Em relação à avaliação do aplicativo QUIMILOL, utilizou-se os mesmos procedimentos da coleta de dados realizados com os aplicativos Socrative e Plickers. Após sua avaliação, foi possível constatar que 90% dos sujeitos da pesquisa consideraram o aplicativo QUIMILOL de fácil manuseio, o que colabora com a eficiência do recurso utilizado na construção do conhecimento acerca do conteúdo trabalhado, cumprindo, assim, tal propósito como recurso educacional produzido. Além de ser considerado de fácil manuseio, o aplicativo, potencializou o conhecimento acerca do conteúdo de distribuição eletrônica, bem como facilitou a distribuição eletrônica dos elementos químicos. Em relação ao uso do aplicativo, 90% dos participantes consideraram o aplicativo QUIMILOL um recurso educacional que proporcionou um maior estímulo para participação em sala de aula e 82% dos alunos afirmaram que usariam outro Objeto de Aprendizagem, por se tratar de um recurso tecnológico facilitador do processo de aprendizagem. Quando testado e avaliado por docentes de química do Instituto Federal de Alagoas – IFAL, o aplicativo teve uma boa aceitação e foi considerado eficiente como recurso educacional ao qual se propõe. Espera-se, dessa forma, que esse recurso educacional favoreça e potencialize o ensino de química, inspirando a divulgação de outras propostas educacionais, aliadas às tecnologias educacionais existentes.

This dissertation brings results from the application of three Didactic Sequences (SD), using active methodologies in classes at a Public High School, in the city of São Miguel dos Campos, Alagoas.The DS were prepared after the application and analysis of a semi-structured questionnaire about learning difficulties in Chemistry content and about classes that used active and playful methodologies.110 students participated in the research, 35 from the 1st year, 35 from the 2nd year and 40 from the 3rd year.The investigation aimed to analyze the importance of using active methodologies in the teaching-learning process of chemistry content with high school students in a public school in Alagoas.Data were collected through observation of each student's participation when applying the SD and through a structured questionnaire applied at the end of the class.The elaboration of the SD was divided into three stages, the first was the bibliographical research on the types of existing methodologies, in the second stage authors were sought who substantiate the use of such methodologies and the third stage was the construction, application and analysis of the SD results.These steps are described in the 4 chapters of this dissertation.The application of SD took place in 8 classes from October to December 2019, and was developed in three groups: In the 1st year, the Culture Maker methodology was applied, where students built molecular structures using modeling clay and toothpicks;in the 2nd year, a didactic board game built by the students was applied, using the content factors that influence the speed of reactions Chemistry to structure the game and in the 3rd year the Educommunication methodology was used with the construction of digitalized photographs and posted on social networks aboutthe quantification of carbohydrates and lipids in processed foods.The final product of this dissertation generated a primer with DS that can serve as another pedagogical instrument to assist in Chemistry classes in basic education.

Considerando as limitações do livro didático referentes ao conteúdo de Tabela Periódica e a desmotivação dos alunos nas aulas, questionou-se como tornar o estudo dos elementos químicos mais significativo para o educando visando à formação para o exercício da cidadania. Nesse contexto, ao analisar o livro didático adotado pela
Escola Estadual Professor Theotônio Vilela Brandão, Maceió - AL, constatou-se que o mesmo não contextualiza os elementos químicos de forma satisfatória. A Tabela Periódica (TP) acaba sendo utilizada apenas como fonte de consulta sem que o estudante compreenda sua importância para a vida e a ciência em geral. Além dessa questão, o aluno tem muita dificuldade no domínio da escrita e localização dos símbolos dos elementos. As atividades do livro didático não são suficientes para que o discente tenha uma aprendizagem realmente significativa. Portanto, este trabalho tem como objetivo contribuir para a melhoria do ensino-aprendizagem de Tabela periódica. Trata de uma proposta de Sequência Didática (SD), onde foi adotado o uso de metodologias ativas nas aulas, sendo executada em cinco etapas desenvolvidas com atividades como leitura compartilhada de textos, confecção de paródias, jogos, estruturas, peça teatral, pintura na parede da escola e a elaboração do dicionário dos elementos químicos. Esta estratégia de ensino foi aplicada em seis turmas da 1a série do Ensino Médio da referida escola. A metodologia desenvolvida nesta pesquisa é de cunho qualitativo. Para diagnóstico da aprendizagem utilizou-se a avaliação processual através da observação do engajamento e desempenho dos alunos nas atividades propostas. A SD colaborou para o estudo contextualizado de TP, promovendo a alfabetização científica e o desenvolvimento de habilidades nos estudantes. Dessa forma, os discentes conseguiram melhores resultados nas avaliações e compreenderam o quanto a Química está presente e é importante em suas vidas. Os resultados apresentados nesta pesquisa foram baseados em observações da participação e envolvimento dos alunos nos trabalhos propostos, sendo discutidos e analisados de acordo com os parâmetros estabelecidos pela UNESCO, denominados Pilares da Educação. A partir do exposto, acredita-se que
esta proposta contribuiu para que os discentes possam exercer a cidadania e atuar como protagonistas do seu processo de aprendizagem com maior criticidade frente as situações do cotidiano que envolvem o conhecimento químico.

O ensino de química ainda é citado por alguns autores como um ensino voltado para as práticas conteudista, sem fazer nenhuma analogia com o cotidiano do alunado, e assim a química acaba sendo vista de uma forma totalmente longe do seu cotidiano e para eles não é interessante estudar algo distante da sua realidade. As sequências didáticas são atividades diferenciadas que objetivam ao professor trabalhar determinado conteúdo fazendo uso de várias metodologias com o intuito de melhorar a prática pedagógica no ensino de química. A proposta de trabalho cujo tema refere-se à Sequência Didática Baseada na Problematização e Experimentação Sobre os Polímeros, tem como desafio despertar o aluno em relação à química, os plásticos, meio ambiente, sustentabilidade e os materiais de uso diário. Aplicando-se a sequência didática (SD) será possível trabalhar com exposição de vídeo, a importância da pesquisa no ensino médio, a aula invertida e o papel da problematização e da experimentação. A metodologia aplicada em cada momento objetiva desenvolver habilidades diversas, pois alunos distintos têm desenvolturas diferentes no seu aprendizado. Nesse sentido procuramos promover uma educação igualitária, de uma forma que favoreça o aprendizado de todos os alunos ao serem lançadas atividades diferenciadas no ensino de química. O trabalho foi desenvolvido com uma turma de 52 alunos do 3ºano do ensino médio, a escola onde foi desenvolvida a pesquisa está situada na cidade de Arapiraca-Al. A sequência didática produzida poderá ser utilizada pelos professores que desejem fazer uso dessa metodologia, não apenas com o tema gerador polímeros, mas também para qualquer outro tema que possa contribuir significativamente para a contextualização no ensino de química.

A Educação Empreendedora apresenta-se como mais um instrumento a contribuir significativamente para a relação ensino/aprendizagem. Não se trata de uma metodologia e sim um conjunto de técnicas e ações experimentais que através de uma abordagem peculiar visa fomentar habilidades características que formam o perfil empreendedor. Tal perfil pode ser usado para trazer motivação e significado ao Ensino de Química, que em muitas situações tem estado dissociado do contexto social do aluno e não leva em consideração os seus anseios. Na Educação Empreendedora o aluno é incentivado a pensar de forma inovadora e criativa e a buscar a realização de um sonho usando características próprias de um empreendedor, sendo por tanto, um ensino focado no discente e tendo o professor como um orientador. O aluno usa o protagonismo para ver oportunidades e as aproveitar, para criar estratégias que lhe permitam concretizar de forma planejada o seu empreendimento. Esse trabalho visa discutir sobre as relações entre as características e habilidades e o aprendizado em Química, apresentando para tal uma sequência didática que envolve entre outras ações a criação de planos de negócios usando temas trabalhados nas aulas de Química a fim de contribuir na busca de alternativas que auxiliem a apropriação do conhecimento a serviço de uma formação cidadã e de um almejado ensino de qualidade.