Abram-se as cortinas: o teatro como recurso pedagógico no ensino de Química

Abstract

The teaching of chemistry faces challenges that go beyond content mastery, as it involves human interactions and the school context. To bridge the gap between scientific knowledge and everyday life, this study utilized theater as a pedagogical tool in chemistry education. A theatrical performance was applied in a public school in Valparaíso de Goiás, aiming to explore scientific concepts in a playful manner and promote greater student engagement. The play focused on the history of chemical bonding, presenting concepts through a narrative and interactive approach. The methodology followed the principles of Case Study, involving observations, initial and final evaluation questionnaires, and practical activities related to the play‘s theme. The target audience consisted of 32 high school senior students. The results showed that theater was well-received, facilitating the understanding of complex concepts and fostering a more meaningful connection between chemistry content and students‘ daily lives. It is concluded that theater has great potential as a pedagogical resource in chemistry education, making learning more engaging and effective.