Luminescence as an element of intercontextuality in chemistry teaching: an experience in PIBID

Abstract

This study seeks to verify whether the use of interrelated contexts would be a methodology capable of promoting meaningful learning through the pedagogical practices that were carried out through the pibidianos in the science club of the Military Police college Cpm Professor Poeta Luis Neves Cotrim , in the city of Jequié, Bahia. The theme ‘luminescence’ was selected for study, given the diversity of possibilities for intercontextualization offered by this theme. Intercontextuality is a condition where different contexts are interconnected and interpreted in a given social practice. From this perspective, the use of such a didactic approach not only aims to contextualize chemistry teaching, but also to emphasize that there are situations that are interconnected and influence each other in a mutual way. Therefore, we consider this to be a way of showing students how important scientific knowledge is for understanding everyday life in the most different aspects. Based on this assumption, the article was structured as follows: a review of the literature on intercontextuality, knowledge construction, luminescence and the study of chemistry. Next, the methodology used to conduct the workshop presented in lesson plans and data collection through a qualitative questionnaire applied to students is described. The results of the data analysis are presented in the subsequent section, followed by a discussion of the interactions of these results. Finally, it is possible to conclude that the approach used was able to present relationships between contexts, creating learning opportunities for the student, making it possible to relate scientific knowledge with everyday knowledge.