Dialogia em sala de aula: contribuições do desenvolvimento de debates e o uso de argumentação no ensino de Química

Abstract

The present article analyzes the contributions of teaching practices that involve the use of debates and the development of argumentation in dialogue with investigations of the field of Chemical Education studies and researches. To this end, we raised the papers published at Quimica Nova na Escola since its foundation, in 1995, considering that this period is representative of the scientific production of the field. The analysis of the works was broadened, based on studies of language, which understand it as constitutive of the subjectivity (VIGOTSKI, 1934/2014; BAKHTIN, 2006, 2012). The results indicate, first, the contemporaneity of the theme, and second, that there is an agreement among the works analyzed about the articulation between the use of debates and the Science-Technology-Society (CTS) approach. The study allows us to point to the contributions of this perspective of pedagogical practice as an alternative to traditional teaching, also as a possibility of articulation between scientific development and society as a way of promoting critical sense development, reflective thinking, decision making and thought development.